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很多教师过于重视知识点的传授或信息技术学业水平测试的通过率,造成信息技术课程实施存在着一个怪现象:学生充满期待地进入教室,心不在焉地待在教室,带着失望离开教室。学生是欢迎信息技术相关知识的,但反感用传统的方式来实现教学目标。我们不妨运用“回归生活”的理念对课程进行合理的改造。教育实际中,教学世界向生活世界回归还是存在一定的风险的。主要表现为回归于生活世界的教学世界将失去工具价值、主体性,弱化教学资料的教育性,并淡化发展学生理性认识的价值。这在数学、物理等学科表现得尤为明显。但
Many teachers place too much emphasis on the passing of knowledge points or the pass-in of ICT-based academic proficiency tests, causing a curious phenomenon in the implementation of IT curricula: students are waiting to enter the classroom with anticipation and stay absent-minded and leave the classroom with disappointment. Students welcome information-technology-related knowledge, but disgusted with the traditional way to achieve teaching goals. We may wish to use the concept of “return to life” to make a reasonable transformation of the curriculum. In education practice, there is still some risk that the teaching world will return to the living world. The main manifestation is that the teaching world that returns to the life world will lose the value of tools, the subjectivity, weaken the educational nature of teaching materials, and dilute the value of developing students’ rational cognition. This is particularly evident in math, physics and other disciplines. but