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新课程改革进入到实质化阶段,综合分析当前的课堂教学,我们发现,教师们积极地将新的思想和方法应用到工作实践当中,不断地改变着课堂学习的格局和面貌。同时也发现,师生之间互动频繁,但学生实质性获知渠道仍没有摆脱教师的课前预设,认知性任务依然是课堂的中心任务,探究活动也具有很大局限性。生成性课堂的构建,或许是解决这样的瓶颈问题的一个有效探索。
The new curriculum reform has entered the stage of materialization and comprehensive analysis of the current classroom teaching. We have found that teachers actively apply new ideas and methods to work practices and constantly change the pattern and appearance of classroom learning. At the same time, it has also been found that interactions between teachers and students are frequent, but the channel for students’ substantive knowledge is still not out of the teacher’s pre-school presupposition. Cognitive tasks are still the center task of the class, and the exploration activities have great limitations. The construction of generative classrooms may be an effective exploration of solving such bottlenecks.