本文選題：互為主體 + 建構(gòu)主義教學(xué)觀��； 參考：《教育理論與實(shí)踐》2012年24期

【摘要】：互為主體的課堂必須在教師與學(xué)生相互尊重與教學(xué)相長(zhǎng)的前提下,發(fā)展以學(xué)生為中心的教學(xué)活動(dòng)。建構(gòu)主義所呼吁的建構(gòu)式教學(xué),正是兼顧學(xué)生認(rèn)知主體與課堂社會(huì)互動(dòng)的教學(xué)類型之一,值得教師重新審視與應(yīng)用�；橹黧w的課堂觀察指標(biāo)體系將主體性特征、互為主體的課堂特征、理想的課堂對(duì)話情境及建構(gòu)主義教學(xué)觀作為四項(xiàng)關(guān)鍵要素,構(gòu)建出四個(gè)課堂觀察層面,進(jìn)而依據(jù)每一層面的涵義詮釋出考核面與具體的衡量指標(biāo)。
[Abstract]:The classroom with mutual main body must develop the student-centered teaching activity under the premise of mutual respect and teaching between teachers and students. Constructivism calls for constructive teaching, which is one of the teaching types which takes into account the interaction between students' cognitive subject and classroom society, and it is worthy of teachers' re-examination and application. The index system of classroom observation, which is the main body of each other, takes the characteristics of subjectivity, the classroom characteristics of each other as the main body, the ideal classroom dialogue situation and the teaching view of constructivism as the four key elements, and constructs four classroom observation levels. Then, according to the meaning of each level, the evaluation surface and specific indicators are interpreted.
【作者單位】： 內(nèi)江師范學(xué)院外國(guó)語(yǔ)學(xué)院;
【分類號(hào)】：G420

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