本文關(guān)鍵詞：生成性教學何以能夠成為一種方法論——兼對周序博士的回應(yīng)　出處：《課程.教材.教法》2016年09期 　論文類型：期刊論文

  更多相關(guān)文章： 生成性教學 以人為本 方法論 技術(shù) 理念

【摘要】：教學方法不應(yīng)該被貼上時代性的標簽,因此我們不能輕易得出生成性教學歸屬于后現(xiàn)代陣營,從而批判矛頭直指現(xiàn)代教學觀這樣的結(jié)論。教學預設(shè)不是專屬于某一時代的教學活動,更不能被置于生成性教學的對立面,教師的主導作用在任何時代都不能輕言卸載。生成性教學領(lǐng)受了以人為本的現(xiàn)代性教學理念,確立起以教師為本,賦予教師課程開發(fā)的權(quán)利;以學生為本,賦予學生主動建構(gòu)知識的權(quán)利的人本思想。教師要能夠擺脫強加于方法之上的各種標簽,跳出對方法的崇拜與機械套用,從適切性的角度靈活選擇和運用多種教學方法。技術(shù)和人是推動事物發(fā)展不可或缺的雙重條件。教學改革不能止步于可短時見效的技術(shù)改良,更要關(guān)注能夠沉淀進我們靈魂的理念更新。
[Abstract]:Teaching methods should not be labeled with the times. Therefore, we can't easily get born in the post-modern camp, so we should criticize the point of view of modern teaching. Teaching presupposition is not a teaching activity that belongs exclusively to a certain era, but also cannot be placed on the opposite side of generative teaching. The leading role of teachers can not be ignored in any era. Generative teaching receives the people-oriented concept of modern teaching, establishes the right of teachers based, gives teachers the right of curriculum development, and endows students with the initiative to construct knowledge based on students. Teachers should be able to get rid of all kinds of labels imposed on the method, jump out of the worship and mechanic application of the method, and flexibly select and apply various teaching methods from the perspective of appropriateness. Technology and man are the indispensable dual conditions to promote the development of things. The reform of teaching can not stop the technical improvements that can be effective in short time, and more attention should be paid to the renewal of ideas that can precipitate our souls.
【作者單位】： 山西大學教育科學學院;
【基金】：2015年教育部人文社會科學研究青年基金項目“教學倫理的評價指標體系與動態(tài)監(jiān)控研究”(15YJC880148) 山西省教育科學“十二五”規(guī)劃2014年度指令性課題“三晉文化作為校本課程資源的開發(fā)與利用研究”(ZL-14002)
【分類號】：G424
【正文快照】： 筆者在攻讀博士學位期間,曾就如何正確理解生成性教學發(fā)表過淺陋之見。[1]拙作(以下簡稱“朱文”)在獲得學術(shù)同仁零星贊許的同時,也引發(fā)了質(zhì)疑乃至商榷的聲音。周序博士在《生成性教學:教學當中會出現(xiàn)一種新的方法論嗎?》一文中(以下簡稱“周文”)另辟蹊徑,對生成性教學進行了，

本文編號：1340190