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读了这篇谈话稿,我的直接感受是:这是一篇在形而上指导下对形而下的关照,也就是说作者们的确是在新的课程理念指导下研究具体微观的实际问题。文章中提到作业的喜欢与需要,这涉及到学生基本的作业态度,学生可能因喜欢而作业或因需要而作业,都是好的,但因需要而作业之后学生也可能出现两种转化,其一是转向喜欢,这是我们期待的走向,是我们应该引导的走向;其二是转向不喜欢,这是应该避免的走向。相比较而言,文章后半部分所谈,虽不乏有思想火花闪现,如“学生作业过程和终端上的个性化程度能否作为作业评价的标准”等,但不及前半部分来得深入细致,我们欢迎有兴趣的教师将探究进行到底。
After reading this speech, my direct feeling is: This is a metaphysical approach under the guidance of metaphysics. That is to say, the authors are indeed studying practical problems of specific microscopic issues under the guidance of the new curriculum concept. The article mentions the likes and needs of homework. This involves students’ basic work attitudes. Students may prefer homework or homework because they like it. They are all good, but students may also have two kinds of conversions after they need homework. One is to turn to like. This is the direction that we are looking forward to. It is the direction that we should guide; the second is to turn to dislike, which is the direction that should be avoided. In comparison, in the latter part of the article, although there is no lack of ideas and flashes, such as “whether the student’s homework process and the degree of personalization on the terminal can be used as criteria for homework evaluation”, it is not as thorough as the first half. Interested teachers are welcome to explore the process.