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传统的语文设计关注系统性的教学实施。自20世纪末期开始,教学设计逐渐出现深入化和弹性化趋势。在教学理论方面,中北欧的教学传统关注学生个体发展、提倡对文本的个性化解读、尊重教师专业自主、强调教师不断反思等等,可以给课程改革以新的启示。从认知心理学来看,不同的知识类型可以为语文教学设计提供不同的分析视角。就教学范式而言,行为的、发展的以及学徒式的范式可以为教学实施提供备择的路径。具体到语文教学设计的实践操作层面,教师可以运用信息加工型、社会型、个人型和行为系统型的教学模式尝试不断改进目前的语文教学。
Traditional language design focuses on the systematic teaching implementation. Since the late 20th century, instructional design has been gradually deepening and flexible. In the aspect of teaching theory, the teaching traditions in Central and Northern Europe pay close attention to the individual development of students, advocate personalized interpretation of texts, respect teachers ’professional autonomy, emphasize teachers’ constant reflection, etc., which can give new revelations to curriculum reform. From the perspective of cognitive psychology, different types of knowledge can provide different perspectives for the design of Chinese teaching. In terms of teaching paradigms, behavioral, developmental, and apprenticed paradigms can provide an alternative path for teaching implementation. Specific to the practical teaching of language teaching design level, teachers can use the information processing, social, personal and behavioral system-based teaching model to try to continuously improve the current language teaching.