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本文是对“本原性问题驱动课堂教学”前期四年立项课题研究成果的回顾。其基本理念是:超越对于技巧性问题的过度追求,深入到情境性问题所涉及到的学科实质,用反映学科本质的一系列问题来驱动课堂里教与学的活动,让学生获得关于该学科的本质认识。文章从揭示学科概念背后的本质含义、经历学科命题背后的思想方法、构建命题间相互联系而形成知识体系、还原训练习题为挑战认知的系列问题等四个方面进行了案例分析,并对怎样发掘学科本质问题并用以驱动课堂教学进行了反思。
This article is a review of the research results of the “Project-Driven Class Teaching” initiative project in the first four years. The basic idea is: to go beyond the excessive pursuit of technical problems, go deep into the nature of the subjects involved in situational problems, and drive the activities of teaching and learning in the classroom with a series of questions that reflect the nature of the discipline, The essence of understanding. The article has carried on the case analysis from revealing the essential meaning behind the concept of discipline, the thinking method behind experiencing the subject proposition, constructing the knowledge system through the interrelation between the propositions and restoring the series of problems of the challenge training. Explore the essence of the subject and use it to drive classroom teaching.