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三、课堂重构的要点课堂存在的诸多问题与弊端,迫切地要求我们的中小学从培养创新人才的目的出发对课堂教学进行变革。不破则不立,“破”本身并不是目的,只是最终达成“立”的一个前提保证。就目前来看,很难勾画出中小学课堂应发生的具体细致的变化,但有一点是明了的,即应树立起个性化的教学观,用个性化的教学观来规范教师的行为,改变原有的课堂教学的景象。因为创新来源于个性,来源干多样,来源干差异,无个性、无差异、一统的教学是与创新无缘的。应该说,个性化的教学观,并不是一个时新的东西,它在我国的教育理论工作者的头脑中早就已经存在了。比如,1920年由唐铖、朱经农等人编撰的《教育大辞书》就对“个性教育”做出了专门解释。书中云,个性教育有这样三种解释:第一,所谓“教养个性”,注重
Third, the key points of classroom reconstruction There are many problems and shortcomings in the classroom, urgently our primary and secondary schools from the purpose of training creative personnel to change the classroom teaching. Not breaking is not legislation, “broken” is not an end in itself, but ultimately reach the “establishment” of a premise guarantee. For the time being, it is very difficult to outline the specific and meticulous changes that should take place in the classrooms of primary and secondary schools. However, it is clear that individualized teaching concepts should be established, and individualized teaching concepts should be used to regulate teachers’ behavior and change The original classroom teaching scene. Because innovation comes from the personality, the source of dry diversity, the source of dry differences, no personality, no difference, unified teaching is missed with innovation. It should be said that the concept of personalized teaching is not a time-honored one. It has long existed in the minds of educational theoreticians in our country. For example, in 1920, “Great Dictionary of Education” compiled by Tang Kui and Zhu Jingnong and others made a special explanation for “individuality education.” The book cloud, personality education has such three explanations: First, the so-called “education personality”, pay attention