分层 自主 活动 评价——关于信息技术课堂教学的四点体会

• 作 者: 倪敏
• 机 构: 苏州工业园区星海学校,
• 出 处: 中小学电教
• 发表日期: 2007年11期
• 关键词: 信息技术 主动建构者 认知主体作用 学习过程 课堂教学 信息加工 学习活动 接受者 自主学习 灌输者

建构主义提倡在教师指导下的、以学习者为中心的学习,也就是说,既强调学习者的认知主体作用,又不忽视教师的指导作用,教师是意义建构的帮助者、促进者,而不是知识的传授者与灌输者。学生是信息加工的主体、是意义的主动建构者,而不是外部刺激的被动接受者和被灌输的对象。[1]学生要成为意义的主动建构者,就要求学生在学习过程中充分发挥其主体作用,教师则应努力成为学生学习的帮助者,引领者,而不是取代学生的主体作用。

Constructivism advocates learner-centered learning under the guidance of teachers. That is to say, not only emphasizes the learner’s role as a cognitive subject, but also does not neglect the guiding role of teachers. Teachers are the helpers, facilitators, Not the educator and inculcator of knowledge. Students are the main body of information processing, the active constructor of meaning, not the passive recipient of external stimuli and the target of being instilled. [1] To become the active constructor of meaning, students are required to give full play to their role in the learning process. Teachers should strive to become the helpers and leaders of student learning instead of substituting students’ main role.