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【课例说明】“非预设性教学”是我校特色的教学方法,也是省里立项的“十五”重点课题。“非预设性教学”是针对传统的“预设性教学”而提出的一种新的教学形态。其基本特征是:教学不是由教师事先预设,而是以学生主动学习、师生合作来完成;课堂思维流程的引发不是由教师单向带动,而是师生对流、生生互动生成;教师不以知识的传递者、权威者的身份,而是以学习的组织者、高级合作者的身份平等参与课堂的学习活动。哲学讲求的是悟性。传统教学中,教师将哲学原理咀嚼以后再“喂”给学生,学生或许会消化得很快,但往往丧失自我的咀嚼能力,表现在大量题例和材料中往往迷失“哲学的方
[Class explanation] ”non-preliminary teaching“ is our school’s unique teaching method, and it is also a ”15th“ key project in the province. ”Non-preset teaching“ is a new teaching form proposed for traditional ”preliminary teaching ". Its basic characteristics are: teaching is not pre-defined by teachers, but is based on students’ active learning and teacher-student cooperation. The initiation of classroom thinking processes is not caused by one-way teachers, but is the result of teacher-student convection and student interaction. Teachers do not The identity of the sender and authority of knowledge, but the identity of the organizers and senior collaborators of learning, participates in classroom learning activities. What philosophy calls for is understanding. In traditional teaching, the teacher chews the philosophical principles and then “feeds” them to the students. The students may digest very quickly, but often lose their self-chewing ability. They are often lost in a large number of examples and materials.