论文部分内容阅读
建构主义理论和多元智能理论在教学实践中没有先后之分,没有轻重之分,因而在教学实践中笔者按照“多元智能建构”的模式进行操作,即以学生的智能状态为出发点,通过学生自主建构,实现智能的发展。这个智能的发展,可能是一元的,也可能是多元的,但是以涉及语文素养的智能为主的。笔者将在实践中运用的感悟总结如下:第一,课堂教学中要真正尊重学生,实现“师生
Constructivism theory and multiple intelligence theory in teaching practice, there is no prioritization, there is no distinction between the severity of the teaching practice, so I follow the ”multiple intelligence constructs “ model to operate, that is, the student’s state of intelligence as a starting point, through Students build on their own to achieve intelligent development. The development of this intelligence may be monistic or pluralistic, but it is based on the intelligence involved in literacy. The author summarizes the sentiment used in practice as follows: First, to truly respect the students in class teaching, to achieve ”teachers and students