生态课堂建构的理性思考  

Rational Thoughts on the Construction of Ecological Classes

作　　者：李学书[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《天津师范大学学报（基础教育版）》2011年第3期1-5,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：上海师范大学资助项目"新课程背景下课堂教学有效性研究"阶段成果(DQW929)

摘　　要：生态课堂既是理想课堂,又是全新的教育追求。它是生命价值的依托,和谐互动的舞台,多元共生的田野。基于课堂生态特征的解读,回首我们现实的课堂,不难发现存在着很多失衡因素,构建生态和谐的课堂已经迫在眉睫。课堂的生态定位要求作为生态主体的教师要以高度负责的精神,在教学中从教学目标的解读,教学内容的选择,教学途径的采用,教学评价模式设计等方面来建构生态课堂。The ecological classes are ideal classes, which are the new pursuit of our education. Such classes are the props of our living values and stages of harmonious educational activities. Based on these interpretations, we can easily find many unbalancing factors in the construction of such classes. Therefore, it~ imperative that we construct ecological classes. Such classes require teachers＂ high responsibilities as they are the ecological bodies. In addition, we should construct ecological classes through the interpretation of instruction goals, choice of teaching content, implementation of teaching ways and designing of teaching evaluation modes.

关 键 词：生态课堂 生态主体 生命 

分 类 号：G424.2[文化科学—课程与教学论]