摘要
教学原本是非线性的复杂系统 ,但遭遇教学的“科学化”而变得简化和线性。由于教学价值观的时代转向 ,非线性教学观日渐凸显。与线性教学相比 ,非线性教学具有生命体验、意义建构、回环往复、互联关系和个性化反应等特性。非线性教学的实施策略具体体现在个体初步理解、显性对话、回顾与反思、澄清与发挥、协调信息等“批判—对话”
Teaching is originally a complicated system with nonlinearity, but since teaching was rationalized, it has turned to be simple and linear. With the current transition of teaching value, nonlinear teaching becomes increasingly salient. Compared with linear teaching, nonlinear teaching is characterized by perception of life, construction of sense, circular regress, correlation and individualized response. The “critique-dialogue' strategy of nonlinear teaching includes individual's preliminary understanding, overt dialogue, review and reflection, clarification and promotion, as well as adjustment of information.
出处
《湖南师范大学教育科学学报》
2004年第6期10-12,共3页
Journal of Educational Science of Hunan Normal University
关键词
线性教学
非线性教学
“批判-对话”式教学策略
linear teaching
nonlinear teaching
the teaching strategy of “critique-dialogue”
