生成式课堂教学设计理论:基石、界域、内涵  

Generation Classroom Teaching Design Theory:Cornerstone,Boundary,Connotation

作　　者：安瑞霞[1] 

机构地区：[1]江苏师范大学教育科学院,江苏徐州221116

出　　处：《煤炭高等教育》2013年第4期57-59,共3页Meitan Higher Education

基　　金：教育部人文社科课题"课程变革视域下的课程监控机制研究"(10YJC880019)

摘　　要：随着知识经济时代的到来和信息技术的快速发展,课堂教学设计需要超越传统教学"处方式"的设计范型,构建面向知识时代"生成式"的教学设计框架。新教学设计范型的构建,要求课堂教学设计理论的支撑,当前建构主义理论为课堂教学设计提供了指导思想,课堂生态理论拓宽了课堂教学设计的界域,知识管理理论深化了课堂教学设计的内涵,三者的"合金",成为新的课堂教学设计范型建构坚实的理论基石。With the advent of the era of knowledge-based economy and with the rapid development of information technology,teaching design needs to go beyond the traditional＂prescription＂,so as to build＂generation＂teach-ing framework.The construction of new teaching design paradigm requires the support of classroom teaching design theory.The current theory of constructivism has provided guidance for classroom teaching design,class-room ecological theory has broadened the boundaries of teaching design,and knowledge management theory has deepened the connotation of classroom teaching design.The＂alloy＂of these three theories has become a solid theoretical cornerstone for building a new classroom teaching design paradigm.

关 键 词：教学设计 建构主义 课堂生态 知识管理 

分 类 号：G642[文化科学—高等教育学]