摘要
和谐教学倡导整体建构,不仅把教学过程看作是一个系统,也把教学内容看作是一个系统,要求学生在自学的过程中,本着先整体后部分、先宏观后微观的原则,整体感知、理解教材,直奔主题,不要在细节上下工夫。教师要引导学生站在系统的高度去学习知识,让每一知识都以系统中的知识的面貌出现,引导学生寻找教材的规律和解决某一类问题的方法。在学期初,教师要引导学生学习整个学段或整册书的知识结构;每学完一节教材都要及时回归到知识的上位系统。
In harmonious teaching, the concept of comprehensive construction is advocated. The teaching process is considered as a system and so is the teaching content. In harmonious teaching, students in the process of self-learning are required to follow the principle of having an overall comprehension of the teaching materials and contents and emphasizing the subject matter without wasting too much time on details. The teacher should concentrate the efforts on guiding students to find out the objective laws of the teaching materials and the methods for solving certain problems. At the beginning of each semester, the teacher should help students get aware of the knowledge structure of the whole semester or the whole textbook. Students should be guided to review the general structure of knowledge after a unit of teaching content is completed. In a word, the teacher should help student learn knowledge in a systematic manner.
出处
《教育研究》
CSSCI
北大核心
2006年第1期84-87,共4页
Educational Research
关键词
教学实验
知识系统
和谐教学
课堂教学模式
整体建构
teaching experiment, knowledge system, harmonious teaching, model of class teaching, comprehensive construction
