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用儿童近区发展理论指导我们日常教学的知识尺度已经成为共识。那现实中教师是如何把握学生的“近区”的呢?不外乎是有限的教育心理学知识、已有的教学经验和教材的介绍 ,可现在学生对知识的强烈需求愈加超出了教材编排的内容 ,超出了我们的估计。[教例]……师 :把1米平均分成1
The scale of knowledge that guides the daily teaching of children with the theory of near-child development has become the consensus. How does the teacher grasp the “near area” of the students in reality? There is nothing more than the limited knowledge of educational psychology, the existing teaching experience and the introduction of the teaching materials. However, the strong demand for knowledge by students now exceeds the teaching material arrangement The content is beyond our estimation. [Example] ... Division: 1 meter evenly divided into 1