生成性教学何以能够成为一种方法论——兼对周序博士的回应

发布时间：2017-12-27 04:14

  本文关键词：生成性教学何以能够成为一种方法论——兼对周序博士的回应　出处：《课程.教材.教法》2016年09期 　论文类型：期刊论文

  更多相关文章： 生成性教学 以人为本 方法论 技术 理念

【摘要】：教学方法不应该被贴上时代性的标签,因此我们不能轻易得出生成性教学归属于后现代阵营,从而批判矛头直指现代教学观这样的结论。教学预设不是专属于某一时代的教学活动,更不能被置于生成性教学的对立面,教师的主导作用在任何时代都不能轻言卸载。生成性教学领受了以人为本的现代性教学理念,确立起以教师为本,赋予教师课程开发的权利;以学生为本,赋予学生主动建构知识的权利的人本思想。教师要能够摆脱强加于方法之上的各种标签,跳出对方法的崇拜与机械套用,从适切性的角度灵活选择和运用多种教学方法。技术和人是推动事物发展不可或缺的双重条件。教学改革不能止步于可短时见效的技术改良,更要关注能够沉淀进我们灵魂的理念更新。
[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.
【作者单位】： 山西大学教育科学学院;
【基金】：2015年教育部人文社会科学研究青年基金项目“教学伦理的评价指标体系与动态监控研究”(15YJC880148) 山西省教育科学“十二五”规划2014年度指令性课题“三晋文化作为校本课程资源的开发与利用研究”(ZL-14002)
【分类号】：G424
【正文快照】： 笔者在攻读博士学位期间,曾就如何正确理解生成性教学发表过浅陋之见。[1]拙作(以下简称“朱文”)在获得学术同仁零星赞许的同时,也引发了质疑乃至商榷的声音。周序博士在《生成性教学:教学当中会出现一种新的方法论吗?》一文中(以下简称“周文”)另辟蹊径,对生成性教学进行了，

本文编号：1340190