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新课标强调:真正的教学过程,是学习主体(学生)和教育主体(教师),包括环境交互作用的过程。由此可见,课堂教学是师生的双边活动,教学过程不但是知识传授的过程,也是师生情感交流的过程。然而很多时候,课堂教学被演绎成简单的“知识灌输”或是“知识移植”的过程。本文着力通过两个课堂教学案例的透视,揭示新课改时期课堂教学存在的问题,促使教师学会从微观、从小处关注并反思自身的教学行为,以及从中所体现出来的新课程理念,批判性地考察自我主体行为表现及其行为依据,从而提升教学实践的合理性。
The new curriculum emphasizes: the real teaching process is the process of learning subjects (students) and education subjects (teachers), including the interaction of the environment. Thus, classroom teaching is the bilateral activities of teachers and students. The teaching process is not only the process of imparting knowledge but also the process of emotional exchanges between teachers and students. However, in many cases, classroom teaching is interpreted as a simple “knowledge instillation” or “knowledge transfer” process. Through the perspective of two classroom teaching cases, this paper reveals the problems in classroom teaching during the new curriculum reform, urges teachers to pay attention to and reflect on their own teaching behaviors from the microcosm and the childhood, as well as the new curriculum ideas embodied therein, To examine the performance of self-subjective behavior and behavior basis, so as to enhance the rationality of teaching practice.