“自然分材教学”的理论与实践探析  

The Theory and Practice of "Naturally Individualized Teaching"

作　　者：熊川武[1] 邵博学[1] 

机构地区：[1]华东师范大学基础教育改革与发展研究所

出　　处：《课程．教材．教法》2009年第2期13-18,共6页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学重点研究基地重大研究项目“基础教育内涵性均衡发展研究(项目批准号06JJD880011);优秀博士论文资助项目“理解教育研究——以反思为基础的消除师生误解增进理解的过程与策略研究”(批准号200109);华东师大985项目“理解教育与自然分材教学研究”;教育部十一五重点课题“自然分材教学研究(DHA070147)成果。

摘　　要：自然分材教学是教师让学习内容随学生学力差异自然分化并指导学生研究和解决自己学习中存在的问题的教学理论与实践形态。简言之，教师让学生“顺势为学”。其旨在弱生上进、优生更优、全体学生齐发展；营造以幸福指数、感情调节和师徒合作为标志的和谐氛围，建构由自学、互帮、释疑、练习、反思等环节组成的课堂形态，并采用了指导自学书、互帮显示板、信息沟通牌、问题跟踪卷和师徒合作制等辅助手段，为师生的幸福开辟道路。Naturally Individualized Teaching （NIT） refers to theories and practical patterns in teaching by which teachers allow students to choose learning materials according to their different academic characteristics, and direct them to investigate and correct mistakes made in the process of the learning. In essence, it means teachers allow students ＂to learn according to their practical situations＂. Its goals are to encourage slow students to get better performances and excellent students to gain much more achievements as well as all the students to develop well together. It creates the harmonic atmosphere with happiness, emotional regulation, and master and apprentice cooperation; constructs the new type of classroom which consists of self-learning, helping each other through discussion, explaining, exercising, reflecting; takes some supplementary means such as the paper for students self-learning, blackboards for helping each other, cards for communication, the paper for problems-tracing, and the system of students cooperation, thereby opens up the road leading to wellbeing for teachers and students.

关 键 词：自然分材教学 自学 互帮 释疑 反思 师徒合作 

分 类 号：G42[文化科学—课程与教学论]