摘要
离开教学实践的操作,素质教育必然落空。体现素质教育精神的中小学教学活动,必须处理好教学的统一要求与照顾个别差异的矛盾;处理好教学活动中教师活动和学生活动的关系。坚持因材施教,实行分层次教学,是处理好教学的统一要求与照顾个别差异这一矛盾的总策略。素质教育的教学活动,关键还在于充分体现教学的主体性精神,即承认学生在教学中处于主体地位,并保证学生主体地位的落实。
This paper emphasizes the importance of the optimization of two relationships in quality education, and points out that teaching students in accordance with their aptitudes is the tactic with which the teachers dispose well the conflict between the integrating unity of all-round qualities and the individual differences of the students. The most important trend and mark of modern teaching is the emphasis on students' participation in classroom activities. From the observation of the teacher-students relation, it is found that such participation as the cognitive subject and the value subject in classroom teaching lies in students' activity, which is the stage for exhibiting students' vigor. To achieve the goal of the participation as a subject, it is necessary to build up multifarious students' activities and arrange multifarious students' ways of moving about in classroom teaching.
出处
《汉中师范学院学报》
2004年第4期90-94,F003,共6页
Journal of Hanzhong Teachers College
关键词
素质教育
教学活动
关系
优化
primary and middle schools
teaching
quality education
relationship
optimization
