引领——教学中有效对话的技巧  

Guiding-the Techniques of Effective Dialogues in Teaching

作　　者：何兰芝[1] 

机构地区：[1]沧州师范专科学校教育系,河北沧州061001

出　　处：《沧州师范学院学报》2010年第1期74-76,共3页Journal of Cangzhou Normal University

摘　　要：教学就其本质而言,是交往的过程、是对话的活动。在教学活动中,教师既是组织者、合作者,同时又是引领者。但在实际的课堂教学中存在着忽视教师引领作用的倾向,如目标不清、放任自流;回避矛盾、不敢引领;缺乏导向、不善引领;价值判断模糊等,导致教学的低效。把课堂话语权还给学生,是新课程实施以来课堂教学的一大进步,但片面追求学生自主、参与,忽视教师引领作用的倾向值得关注,教师的引领作用是提升对话意义的关键因素。Teaching is an interaction process full of dialogue activities, in which the teacher should be an organizer, cooperator, and at the same fine a guider. But in practice the teacher tends to overlook the role of a guide, for example, goals may not be dear, students may be in a uncotrolled state, cotradictiora are carefully avoided, guidance is poor or totally missing, judgment of value is vague. All these may lead to inefficient teaching. It should be noted that blind pursuit of students＇ autonony and partieipation, and a tendency to ignore the role of teachers＇ guidance should be avoided. Teachers＇ guidance is an essential element in teachers＇ effective dialogues.

关 键 词：引领 课堂教学 教师 问题 

分 类 号：G421[文化科学—课程与教学论]