试论预设性教学的内涵与特点  

On the Connotation and Characteristics of Pre-determinative Teaching

作　　者：王鉴[1] 张晓洁[1] 

机构地区：[1]西北师范大学西北少数民族教育发展研究中心,甘肃兰州730070

出　　处：《课程．教材．教法》2008年第2期26-31,共6页Curriculum，Teaching Material and Method

摘　　要：预设性教学是遵循一定的教学规律，有目的、有计划地设计教学活动的目标、内容、方法与手段、组织形式等，进而提高教学活动效率的一种教学活动。预设性教学的实质即为追求教学活动的科学性，使教学活动按其内在的规律来进行。自古以来的教育家都十分重视对教学规律的探寻，也都通过教学原则、教学环节等来体现教学活动的可预设性。预设性教学的特点主要表现在目标导向性、内容封闭性、过程控制性、方法程序性等方面。教学预设性与教学生成性之间既有相对的统一性、互补性，又有一定的矛盾性、对立性，二者在课堂教学情境中相遇，生成课堂教学智慧。Pre-determinative teaching is a kind of teaching activity aimed at improving efficiency of teaching by designing the objectives, contents, methods, means and organizational forms of the teaching activity purposely, which follows certain laws of teaching. The substance of pre-determinative teaching lies in seeking to be more scientific, and making teaching activity go by its inherent laws. Since ancient times, educationalists all have been attaching great importance to making a thorough inquiry into teaching laws, and embodying pre-determinative teaching through teaching principles and links etc. Pre-determinative teaching is mainly characterized by directing towards objectives, sealing the content, controlling the teaching course and teaching by strict program etc. Pre-determinative teaching and generative teaching are relatively unified and complementary. Besides, they are contradictory and opposite to some extent. Teaching tact will come into being when they encounter in the circumstances of teaching and learning.

关 键 词：预设性教学 预设性教学特点 生成性教学 

分 类 号：G42[文化科学—课程与教学论]