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在新课程标准下进行的语文课堂教学的改革是语文教师观念、行为、角色的改革,从本质上讲就是要求语文教师告别以“往静态”层面陈旧的观念和行为,转向以自主、合作、探究、反思为核心的“动态”层面的交流和互动,教师是学习活动的组织者和引导者,这体现了语文教学理念的进步,是语文教改的努力方向。但是时下以教改的名义所进行的各种研究课、公开课、观摩课等中,总是给人有这样一种印象:在“热闹”的表象下,教师从台前走向幕后,教师“一统课堂”的局面被打破了,而进入另一误区——一盘散沙。从教学实践来看,我们有些教师确实存在着这样或那样的“缺位”。那么,我们语文教师角色该如何定位?教学方式和手段如何运用?教师又如何评价?我们被这些问题一直困扰着,本文试就以上几个问题作一点探讨。
The reform of Chinese classroom teaching under the new curriculum standards is the reform of Chinese teachers’ concepts, behaviors, and roles. Essentially, they require that Chinese teachers bid farewell to the concept of “going to a static” level and behave and turn to autonomy, cooperation, and Inquiry and reflection are the core “dynamic” levels of communication and interaction. Teachers are the organizers and guides of learning activities. This reflects the progress of Chinese teaching philosophy and is the direction of language teaching reform. However, in various research classes, open classes, and observation classes conducted in the name of education reforms, people always have the impression that under the excuse of “living,” teachers move from behind the scenes to teachers behind the scenes. The situation in the classroom was broken, and another misunderstanding came into being. From the teaching practice point of view, some of our teachers do exist in one way or another. Then, how do we position our language teacher’s role? How to use teaching methods and means? How do teachers evaluate? We have been plagued by these problems. This paper tries to discuss some of the above issues.