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立足基层的教学法研究中,似乎还没有哪一种成果,能如导学案这般,不但崛起的态势异常迅猛,而且很快便获得了诸多专业研究者的认同与推介。作为一种并无多少艰涩理论,亦无多少妙招秘籍的寻常教学技法,它凭什么能够吸引千万名教育工作者的注意力?又凭什么能够赢得越来越多的赞许和践行?鲜花和掌声背后,它是否真的已经触及了教育的本真?在它盛行的当下,传统的教案是否应该彻底抛弃?有没有一种更为科学合理的方法,能将传统教案和现在的导学案进行优化整合,使其形成更为贴近学生终身发展需要的科学方法?凡此种种,都构成了当下教学中不得不认真观察与思考的现实问题。本期开始,本栏将围绕导学案的设计与运用中的若干问题,邀请部分一线教师,从各自不同的教学实践出发,共同探讨导学案设计与应用中的诸多细节问题。我们的目的很明确,就是本着实践是检验真理的唯一标准的原则,用来自一线的思考和实践,多角度观察,立体化思考,尽量剥离附加在导学案上的种种非教学法因素,还原其教学法的本真身份。
Based on the grassroots pedagogical research, it seems that there is no such kind of result, which can be like the case of guiding learning. Not only has the situation of the emerging rise extremely rapidly, but also quickly gained the recognition and promotion of many professional researchers. As a kind of unusual teaching technique that has no arduous theory and no more than a coup, how can it attract the attention of tens of millions of educators and win more and more praises and practices? Flowers And applause behind it, it really touched the true nature of education? In its prevailing moment, the traditional lesson plans should be completely abandoned? Is there a more scientific and rational way, the traditional lesson plans and the current guide Case optimization and integration, to form a scientific approach that is closer to the needs of students’ lifelong development? All these constitute the real problems that must be carefully observed and pondered in current teaching. Beginning of this issue, this column will focus on a number of issues in the design and application of guide cases, and invite some front-line teachers to proceed from their respective teaching practices to discuss many details in the design and application of guide cases. Our purpose is very clear, that is, the principle that practice is the sole criterion for testing the truth, with which we can try to divest the non-pedagogical factors attached to the guide case as far as possible from the perspective of thinking and practice, multi-angle observation and three-dimensional thinking, Restore the true identity of their pedagogy.