论文部分内容阅读
一、多媒体课堂中生成性教学缺失的主要表现传统课堂教学由于过分追求预设而变成一种线性的、僵化的流程,学生的学习主体性遭遇漠视,教师的创造性受到限制,课堂教学是封闭的,教师与学生的互动丧失了互动所特有的不确定性和开放性。相对于“预成性教学”的静态预设和被动接受来说,生成性教学是指在师生互动过程中,通过教师对课堂中出现的问题进行及时的价值判断,不断调整教学活动,以促进学生更有效地学习课程的教学形态。
First, the main manifestation of lack of generative teaching in multimedia classrooms Traditional classroom teaching becomes a linear and rigid process due to excessive pursuit of presupposition. Students’ subjectivity of learning encounters indifference, teachers’ creativity is limited, and classroom teaching is closed. The interaction between teachers and students loses the unique uncertainty and openness of interaction. Compared to the static presupposition and passive acceptance of “preliminary teaching ”, generative teaching refers to the continuous adjustment of teaching activities through teacher’s timely judgment of the value of problems in the classroom during teacher-student interaction. In order to promote students to learn more effectively in the teaching form of the course.