摘要
课堂教学中,教师和学生的核心活动是思维,思维型课堂教学理论以聚焦思维结构的智力理论为基础,着眼于课堂教学中的思维活动,意在提高课堂的教学质量。思维型课堂教学理论包括认知冲突、自主建构、自我监控和应用迁移四个方面的基本原理;提出了明确课堂教学目标,突出知识形成过程,联系已有知识经验,重视非智力因素培养,训练思维品质以提高智力能力,创设良好教学情境,分层教学因材施教七个方面的课堂基本要求;同时,还强调了在教学活动中"双主体"的师生关系的重要性,倡导师生的课堂互动。32年的中小学教学实践,特别是近十年的"学思维"活动课程实践表明,思维型课堂教学可以有效地促进师生互动,激发课堂的思维活动,提高课堂教学质量。
Classroom teaching quality is an important part of teaching research; and the thcory per se, which focuses upon the thinking activities in classroom teaching,is motivated for promoting the quality. For that purpose, the intelli- gence theory of focusing thinking structure provides a systematic theoretical basis. There arc four fundamcntal principles for thinking type of classroom teaching （TTCT）： cognitive conflict, autonomous constructing, self-monitoring, and ap- plication transference. The basic requirements of TTCT may be summarized as follows： make clear the goal of classroom teaching, observe the process of knowledge formation, associate the experience about the stored knowledge, pay attention to fostering non-intelligence factors, training the thinking quality to enhance intelligence ability, create good teaching contexts, and teach according to different aptitudes. TTCT also lays emphasis on the importance of ＂bi-subjcct＂ teacher- student relationship. In fact,the past 32 years＇ teaching practice in elementary and middlc schools, especially the late I0 years＇ ＂learn to think＂ teaching activity, indicates that TMT may effectively advance teacher-student interaction, stimulate the classroom thinking activities, and promote classroom teaching quality.
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2010年第1期29-36,共8页
Journal of Beijing Normal University(Social Sciences)
基金
教育部人文社会科学研究重大项目"课堂教学与中小学生创造力的发展与培养"(07JJDXLX262)
