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中国古代以学论教,《兑命》日“学学半”,已说明了教与学的辩证关系。现在我们都强调“双主”,而“双主”作用的发挥又非纯自然的,其中少不了以“主”促“使”这一环节,即如何通过教师的主导而“使”学习成为学生主体的主动行为,这是教学最基本的运行机制。至于快乐教学,尽管我们很难“回到定义上去!”但如果将此落实到学生的学习行为上,并以此论教,尚有不少问题需要我们讨论。
In ancient China, the theory of learning to teach, “against life,” “learn half”, has illustrated the dialectical relationship between teaching and learning. At present, we all emphasize “dualism,” and the role of “dualism” is not purely natural. One can not but make use of the principle of “advocating” “making”, that is, how to make “learning” a student The main initiative, which is teaching the most basic operating mechanism. As for happy teaching, although it is very difficult for us to “return to the definition!” However, there are still many issues that we need to discuss if we put this into practice on the students' learning behaviors.