【摘要】：在主題為本的教學(xué)中,學(xué)生的學(xué)習(xí)屬于淺層學(xué)習(xí),處于低認(rèn)知水平,他們僅僅學(xué)到了"具體性的學(xué)科知識",學(xué)生的概念性思維卻得不到有效提高。主題為本的教學(xué)無法根本改變當(dāng)前課堂教學(xué)中"過于強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背、機(jī)械訓(xùn)練"的現(xiàn)狀。依據(jù)當(dāng)前社會對人才的需求以及教育改革發(fā)展的目標(biāo),可以勾勒出概念為本的教學(xué)設(shè)計的理論框架,概念為本的教學(xué)可以提升學(xué)生的概念性思維,實施概念為本的教學(xué)設(shè)計時應(yīng)著重關(guān)注抽取聚合概念、編寫基本理解、設(shè)計基本問題等環(huán)節(jié)。
[Abstract]:In the subject-oriented teaching, students' learning belongs to shallow learning and is in a low level of cognition. They only learn "concrete subject knowledge", but students' conceptual thinking can not be improved effectively. The topic-based teaching cannot fundamentally change the current situation of "too much emphasis on accepting learning, memorizing, mechanical training" in the current classroom teaching. According to the current social demand for talents and the goal of educational reform and development, we can outline the theoretical framework of concept-based teaching design. Concept-based teaching can promote students' conceptual thinking. When implementing the concept-based teaching design, we should pay more attention to extracting the concept of aggregation, compiling the basic understanding, designing the basic problems and so on.
【作者單位】： 陜西師范大學(xué)教育學(xué)院;延安大學(xué)物理與電子信息學(xué)院;
【基金】：2011年度陜西省普通本科高等學(xué)校教學(xué)改革研究項目《師范專業(yè)學(xué)生教學(xué)技能訓(xùn)練的現(xiàn)狀分析與策略研究》(項目編號:11BY37) 陜西省教育科學(xué)規(guī)劃課題《陜北地區(qū)中學(xué)教師專業(yè)成長與創(chuàng)新能力實踐研究》(課題編號:SGH0801-085)的階段性研究成果
【分類號】：G424
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本文編號：2470943