同课异构的“异”“同”分析  

Analysis of “Difference”and “Similarity”of the Heterogeneous Same Lesson

作　　者：李允[1] 

机构地区：[1]曲阜师范大学教育科学学院

出　　处：《天津师范大学学报（基础教育版）》2014年第2期35-38,共4页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：教育部人文社会科学研究一般项目"规约与张扬:中小学教师教学个性养成研究"成果之一(12YJA880072)

摘　　要："同课异构"作为一种新兴的教研方式已经得到广泛的运用。为了消解游离课标、为"异"而"异",淡化内容、盲目求"异",忽视个性、重"同"轻"异"的实践误区,基于教学是科学性和艺术性的统一,对同课异构的"异""同"做出如下理性分析:课的内容——同中存异,课的结构——异中趋同,课的个性——异彩纷呈,课的目标——异曲同工。As a new way of teaching and research,＂The heterogeneous same lesson＂has been widely used. To clear up the practice misunderstandings such as free curriculum standards,＂being different＂to seek ＂difference＂,diluting the content,seeking ＂difference＂blindly,neglecting personality and focusing on ＂similarity＂in stead of ＂difference＂,teaching should be the basis and the unity of scientificity and artistry. The author makes rational analysis of the heterogeneous same class： lesson content-unity in diversity,lesson structure-convergence in difference,lesson personality-colorfulness,lesson objectives-different approaches to the same purpose.

关 键 词：同课异构 同中存异 异中趋同 异彩纷呈 异曲同工 

分 类 号：TP393[自动化与计算机技术—计算机应用技术]