摘要
课堂提问价值理性的缺失导致课堂提问及教学过程的异化,教师一直独占课堂提问的主体地位,对学生成为课堂提问的主体形成了较大障碍,阻碍了“双减”背景下课堂教学的提质增效。由于不同的教学法对课堂提问主体的需求是不同的,因此在课堂提问的视域下应该改变教师为主体、学生为客体的师生互动关系,形成一种主体与主体的高级协同的对话关系,带动课堂提问从单主体的自利性向主体间的互利性对话转向。转化性学习是帮助师生实施课堂提问主体转向的重要实践策略。
The lack of value rationality of classroom questioning leads to the alienation of classroom questioning and teaching process.Teachers have always monopolized the dominant position of classroom questioning,which has created a huge obstacle for students to become the subjects of classroom questioning and hindered the improvement and efficiency of classroom teaching under the current"double reduction"policies.As different teaching methods have different needs for the subjects of classroom questioning,from the perspective of classroom questioning,we should change the interactive relationship between teachers and students with teachers as the subjects and students as the objects,form a high-level collaborative dialogue relationship between subjects,and drive classroom questioning from the selfinterest of single subjects to the mutual benefit between subjects.Transformative learning is an important practical strategy to help teachers and students get out of the confused dilemma of subject turning of classroom questioning.
作者
王陆
张敏霞
冯涛
Wang Lu;Zhang Minxia;Feng Tao(College of Education,Capital Normal University,Beijing 100048,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2022年第8期107-114,共8页
Curriculum，Teaching Material and Method
基金
全国教育科学“十四五”规划2021年度教育部重点课题“大数据循证的教师改变提质增效研究”(DCA210314)。
关键词
课堂提问
主体性
主体转向
classroom questioning
subjectivity
subject turning
