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在课堂教学过程中,教师都具有丰富的教学情境经验,而新课改的理论工作者大多从事“顶天”的理论研究,缺少“立地”一线教师的甘苦,这就造成了理论与实践对话机制的缺失,难以对教学情境进行深入的实践性研究。所以,情境探究教学难以开展的根源是对教学情境缺少内在要素的关联性研究,无法从实践的层面上加以分类,并作出有针对性的指导。
In the process of classroom teaching, teachers have rich experience in teaching situations, and most of the theoretical workers in the new curriculum reform are engaged in the theoretical research of “top class”, lacking the bitterness of front-line teachers in " The absence of the dialogue mechanism between theory and practice makes it difficult to conduct in-depth practical studies on teaching situations. Therefore, it is difficult to carry out the situation of inquiry teaching is the root cause of the lack of teaching context of the intrinsic elements of relevance studies, can not be classified from the practical level, and make targeted guidance.