教与学的时空关系研究与实践——以数控技术专业教学实践为例  

Research and Practice of Time-space Relationship between Teaching and Learning——Taking the teaching of numerical control technology specialty for example

作　　者：胡翔云[1] 程胜文[1] 汤文利[1] 朱志强[1] 

机构地区：[1]湖北职业技术学院,湖北孝感432000

出　　处：《湖北职业技术学院学报》2013年第1期20-23,85,共5页Journal of Hubei Polytechnic Institute

基　　金：湖北省职业技术教育研究中心2012-2013年职业教育科学研究课题"数控技术专业之专业课程标准对接职业岗位要求研究"的阶段性成果

摘　　要：在高职教育的教学中要创设职业情境让学生在课程进程中"动"起来,通过显性的行动带动隐性的反思。在行动导向的课程教学进程中,教与学的时空关系呈现"教与学对角线"规律。随着教学进程的推进,教师在教学中的活动越来越少,而学生的活动越来越多。教师的活动与学生的活动在教学进程中的某个时间段会出现时空上的交集。课堂教学时空关系大体分为"讲—练式"、"练—讲式"、"讲—练—评式"和"边讲边练式"四种情形。课堂教学模式虽然多种多样,但它并不影响课程教学时空关系曲线的走向。教学方法的选择和教学环节的安排要起到促进学生建立引导性反思、互助性反思和自主性反思的作用。It should establish occupation situation to make students act in the teaching process of the higher vocational education. The recessive rethink is triggered by implicit action. There is a law of time - space relation- ship in the process of act -based teaching and learning. With the advancement of teaching, the activities of teach- ers is less and less while the students activities become more and more. This rule is called the＂ Teaching and Learning Diagonal Although the mode of teaching is varied, it does not affect the trend of the teaching and learn- ing space - time relation curve. The choice of teaching method and arrangement should promote students to establish guided rethink, mutual rethink and self- rethink.

关 键 词：教学进程 时空关系 教学对角线 反思 

分 类 号：G712[文化科学—职业技术教育学]