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如果以交往教学理论看课堂,那么课堂教学是在多元的交往活动中形成的,它无疑具有现场生成性的特点。而课堂教学又有明确目标,实现必须有周密的预设。预设与生成仿佛是矛盾的,其实不然。课堂教学中,有效的预设,无一不是为了更好的生成;有效的生成则离不开充分的预设。预设不能简单地等同于“写教案”,然后无视课堂生成性特点主观地展示教案。不仅备课是预设,积蓄于平时的教师的人文素养也是预设,而课堂上随机应变地运用教育智慧解决问题,又何尝不是一种即时预设。正是从这样的意义上说,预设和生成在有效交往的好课中,往往是高度和谐统一的。
If you look at the classroom with the theory of communicative teaching, then classroom teaching is formed in a variety of communication activities, which undoubtedly has the characteristics of on-site generative. The classroom teaching has a clear goal, the realization must have a well-defined. Default and generate seems to be contradictory, it is not. In classroom teaching, the effective presupposition, both are in order to generate better; the effective generation can not be separated from the full presupposition. The presupposition can not simply be equated with “writing a lesson plan,” and then subjectively displaying the lesson plan without regard to the generative characteristics of the classroom. Not only the lesson preparation is a precondition, but also the humanistic accomplishment of the teacher who is accumulated in peacetime is also a precondition. However, using the educational wisdom to solve the problem randomly in the classroom is not an instant presupposition. It is in this sense that the presupposition and formation are often highly harmoniously integrated in the good lessons of effective interaction.