自然分材教学“减负增效”路径初探  

Exploring the way to Reduce Teaching Burden and Enhance Teaching Effect from Naturally Individualized Teaching

作　　者：高隆芳 胡红梅[2] 

机构地区：[1]深圳市文汇中学,深圳518060 [2]华东师范大学博士研究生,上海200062

出　　处：《基础教育》2008年第8期9-12,共4页Journal of Schooling Studies

基　　金：教育部人文社会科学重点研究基地2006年度重大研究项目“基础教育内涵性均衡发展研究”(项目批准号:06JJ880011)的研究成果之一

摘　　要：“减负增效”不仅要针对学生学习，也要针对教师教学。在这方面，自然分材教学做了有益探索。它是教师让教学任务随学生差异自然分化并引导学生针对自己存在的学习问题进行研究的一种教学理论与实践形态，包括感情调节、反思诊断、普补分读、课堂作业、问题跟踪等环节和自编辞典、导生制、三色牌等辅助手段。它盯着问题教，使教学真正因人施教；兼顾每个学生个性化学习需求，促进全体学生发展；巧用三色牌改变传统师生课堂交流方式；师生换位，自学互帮，减轻教师负担，激发学生主动性，切实落实“扶弱”。在实践中，自然分材教学取得了较好的效果。It is urgent to reduce both students＇ and teachers＇ burden in learning and teaching while enhancing the effect of both. Naturally Individualized Teaching （NIT） has done some exploring work to achieve the goal. It includes the series of affection adjustment, reflective diagnosis, common learning and compensation learning combination, classroom work, problems tracing with the assistant helpers like self - edited dictionary, students tutor system and three - colored sign. NIT focuses on the problems of students - learning, concerns every student＇s learning demands, changed the traditional communicating way in the classroom, paves the way for students to show their subjectivity and help each other. Thus, it opens a new way to better teaching and reduce burden and has been proved to be effective in practice.

关 键 词：自然分材教学 减负增效 普补结合 自学互帮 

分 类 号：G632.4[文化科学—教育学]