基于后喻文化时代的生态课堂构建思考  

Reflections on Eco-class Building Based on Post-figurative Culture

作　　者：徐龙[1] 

机构地区：[1]宿迁高等师范学校,江苏宿迁223800

出　　处：《怀化学院学报》2012年第3期118-120,共3页Journal of Huaihua University

基　　金：国家教师科研基金"十二五"规划重点课题"师范学校生态课堂构建的实践研究"阶段性研究成果;项目编号:CTF120436

摘　　要：生态课堂是以生态的眼光、态度与方法来观察、思考、分析课堂的当代特质。文章从后喻文化的涵义入手,分析了后喻文化对现代学校教育教学产生的影响,阐述了生态课堂的基本涵义及其特点,并从积极构建新型的师生关系、准确定位教师的角色、运用生态手段开展课堂教学三个方面提出了构建生态课堂的一些思考,以期为丰富后喻文化和生态学理论提供有价值的实践资料。An eco- class aims at observing, thinking over, analyzing the contemporary idiosyncracy of a class from the perspective of ecological visions, attitudes and methods. Starting with the meaning of post - figurative culture, this paper analyzes the effect of post - figurative cuhure on education ＆ teaching, elaborates the basic meanings and features of an ecological class, then presents some tentative reflections on building an eco - class based on post- figurative culture by actively establishing new - style teacher- student relationship, precisely positioning teachers＇ roles, and employing ecological methods to carry out classroom teaching, aiming to prnvide some valuable practical materials for the richness of post - figurative culture and ecological theory.

关 键 词：后喻文化 生态课堂 构建 思考 

分 类 号：G424[文化科学—课程与教学论]