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一、语文探究性学习的误区(一)探究主体颠倒。相对而言,探究性学习对学生提出,学生是主体。而事实上,教师成了探究主体,课堂上“重问题设计”轻“文本感知”,充斥着教师“布道”与遮蔽。教学是教师在“探究”;如何导入,如何阅读课文,如何让学生思考并回答自己的提问。而这些问题往往超出了学生“最近发展区”或处于现有发展区,缺乏探究价值,即使学生提问也是在教师“提示”或预设范围内,没从根本上摆脱教师干预阴影,这并非真正意义的探究性学习,离探究性学习还很遥远。学生所谓的“生成”是在迎合教师预设与摆布,学生思维滞后,主体地位失重。
First, the misunderstanding of the language of inquiry learning (A) to explore the main body upside down. In contrast, inquiry learning is proposed to students, students are the main body. In fact, the teacher becomes the main body of inquiry, and the light text-perception of “problem-based design” in the classroom is filled with teachers “sermons” and obscuring. Teaching is the teacher in the “inquiry”; how to import, how to read the text, how to make students think and answer their own questions. These problems are often beyond the students “recent development zone” or in the existing development zone, the lack of value of inquiry, even if the students ask questions is also in the “prompt” or within the scope of the teacher, did not fundamentally get rid of the shadow of teacher intervention, it is not true The significance of inquiry learning, from the inquiry learning is still far away. The so-called “generation” of students is to cater to teachers ’preconditions and mercy, students’ thinking lags behind, and their main body is in weightlessness.