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教师的教材观决定着教师的课堂行为,有什么样的教材观就有什么样的教学。从很大程度上说,教材是课标的载体,如何使用教材成了课改实验成败的关键。一、新课改理念下的教材观新一轮基础教育课程改革用标准取代大纲,实际就隐含着教师要“用”教材而非“教”教材,要求教师不仅是教材的使用者,还要积极开发课程资源,设计教学方案, 参与课程编制工作,成为课程的开发者和研制者。强调成功的课程实施是一个教师和学生“视界融合”的过程、相互理解的过程。要促成这种相互理解,只有提供课程对学生的适切性。教师参加课程开发和研制的价值,就在于提高课程的适切性,有利于学生的理解。由此可见, 教师不再是教材的被动执行者,而是教材的创造者。这种创造的目的是提高课程的适切性,从而促进教师和学生“视界融合”、相互理解。
The concept of teacher’s teaching materials determines the teacher’s classroom behavior, and what kind of teaching material is there is what kind of teaching. To a large extent, teaching materials are the carrier of curriculum standards. How to use textbooks has become the key to the success of curriculum reform experiments. First, the concept of new curriculum reform under the concept of teaching materials A new round of basic education curriculum reform replaces the standard with the standard, the actual implied that teachers want to “use” teaching materials instead of “teaching” teaching materials, requiring teachers not only as users of teaching materials, but also It is necessary to actively develop curriculum resources, design teaching programs, and participate in the preparation of curriculum to become the developers and developers of the curriculum. Emphasis on the successful implementation of the curriculum is a process in which teachers and students “convergence of horizons” and mutual understanding. To facilitate this mutual understanding, only the appropriateness of the curriculum for students should be provided. The value of teachers participating in curriculum development and research is to improve the relevance of the curriculum and help students understand. This shows that teachers are no longer the passive implementers of textbooks, but the creators of textbooks. The purpose of this kind of creation is to improve the relevance of the curriculum so as to promote the “fusion of horizons” and mutual understanding between teachers and students.