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突破课程的“专制”,突破课程的指令性、规定性,课程与教学就有可能不再对立;当课程由“专制”变为民主,由封闭变为开放,教学即可进入一种动态的、生长性的“生态系统”,就能成为一种完整文化。这是从课程层面上给教学带来的一种“解放”,这种“解放”将使教学过程真正成为师生富有个性的创造过程。当课堂由封闭走向开放,教学内容便能与社会生活密切联系;当课堂由封闭走向开放,教学方式就会形成交往、互动;当课堂由封闭走向开放,学生的探究式自我学习活动就会得到支撑。总之,“开放”不只是形式,而是一种思想,但这种思想又应该有相适应的形式来展现,所以,围绕“开放”创造一些教学模式十分重要。
Breaking the “despotism” of the course and breaking the instructional and prescriptive course of the course may not be the opposite of course. When the course changes from “autocracy” to “democracy” and “closure” to “opening up”, teaching can enter into a dynamic , The growth “ecosystem” can become a complete culture. This is a kind of “emancipation” brought to the teaching from the curriculum level. This “emancipation” will make the teaching process truly become the creative process of individuality of teachers and students. When the classroom is closed to open, the teaching content can be closely linked with social life. When the classroom is closed to open, the teaching method will form an interaction and interaction. When the classroom is closed to open, the student's exploratory self-learning activity will be obtained support. In short, “opening up” is not just a form, but a kind of thinking. However, this kind of thinking should be presented in an appropriate form. Therefore, it is very important to create some teaching modes around “openness.”