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三、对话教育的内涵及本征(一)鲜活而富于生机的对话教育有一则对话式教学案例,对我触动颇大。那是美国的一节关于《蚯蚓》的生物课。老师在课前为所有学生准备好了蚯蚓。上课铃响后,老师说“请同学们准备一张纸,上来取蚯蚓”。同学们捏着纸片纷纷上讲台取蚯蚓。当同学们抓住蚯蚓回到座位后,进入第二个教学环节。老师说“请同学们仔细观察”。再下一个环节就是对话了。老师:蚯蚓的外形有什么特点?(同学们踊跃举手,发表看法)学生 A:虽然看不见蚯蚓有足,但它会爬行。学生 B:蚯蚓不是爬行而是蠕动。老师:对。学生 C:蚯蚓是环节动物,身上是一圈一圈的。学生 D:它身体贴着地面的部分是毛茸茸的。老师:对,你观察得很仔细,有新的发现。
Third, the connotation and intrinsic nature of dialogue education (a) lively and full of vitality dialogue education has a dialogue teaching case, touched me a lot. That was a section of the biology of the United States about the “Skull.” The teacher is ready for all students before class. After the class bells, the teacher said, “Please ask the students to prepare a piece of paper and come and pick it up.” The students grabbed the pieces of paper and took them to the podium. After the students grabbed and returned to their seats, they entered the second teaching session. The teacher said, “Please ask the students to observe carefully.” The next link is dialogue. Teacher: What are the characteristics of Yan’s appearance? (Students enthusiastically raise their hands and express opinions) Students A: Although I can’t see my feet, I can crawl. Student B: It’s not creeping but creeping. Teacher: Right. Student C: You are an animal, and you are in a circle. Student D: The part of the body that is close to the ground is furry. Teacher: Yes, you have observed carefully and found new things.