课堂建设:三个中心与实现策略  

Classroom Construction:Three Centers and Operational Strategies

作　　者：李长吉[1] 金楠[1] 

机构地区：[1]浙江师范大学教师教育学院

出　　处：《课程．教材．教法》2010年第7期18-25,共8页Curriculum，Teaching Material and Method

基　　金：2009年度国家社科基金/教育项目“教科书的农村适切性研究”(BHA090028)的研究成果

摘　　要：以文化传递、成长活动、理性思考为课堂建设的三个中心有其要义。作为文化传递中心,教师要进行文化的选择与加工并激励学生的文化变革与创新;作为成长活动中心,要精心组织活动,以活动促成＂学生主体＂,以活动促成课程整合;作为理性思考中心,应把课堂定位为理性思考的精神家园,在教学活动设计与教学组织中,坚持以促进理性思考为目的。Taking cultural transmission, growing up activities and rational thinking as three centers for classroom construction has its own significant meaning. As the cultural transmission center, teachers should manage to select and process cultures and inspire students＇ cultural reformation and innovation; as the growing up activities center, teachers should organize activities carefully and use activities to promote ＂student subjectivity＂ and curriculum integration; as the rational thinking center, teachers should position the classroom on the realm of rational thinking, adhering to aim at promoting rational thinking when designing and organizing teaching activities.

关 键 词：课堂 文化传递 成长活动 理性思考 

分 类 号：G42[文化科学—课程与教学论]