论文部分内容阅读
自古天地法则总在不断变化的过程中此消彼长。课堂的教与学也不例外,教多势必学少,教少却又往往学得浅显,这对于追求课堂质效来说似乎成了两难。但事实并非如此,换个角度总会呈现事物不一样的一面。从建构主义的观点来看,课堂是学生主动建构知识的过程。课堂质效应更多地指向学,如何拿捏教与学的尺度,新课堂实验提炼了一句话:为学而教,少教多学,鼓励挑战性学习。
Since ancient times, the laws of the earth always change in the process of shifting. Teaching and learning in the classroom is no exception. Teaching more is bound to learn less, teach less but often learn shallow, which seems to have become a dilemma in the pursuit of classroom quality. But the fact is not the case, from a different point of view there will always be things not the same side. From a constructivist point of view, the classroom is the process by which students take the initiative to construct knowledge. Class effect of the classroom more to point to learn, how to take the standard of teaching and learning, the new classroom experiment refined a sentence: for learning and teaching, less to teach more to encourage challenging learning.