教学过程的进路:工具与探究——基于Stacy老师教学公开课的教学理解  

The Pathway of Teaching Process: Means and Inquiry——The Understanding of the Teaching Concept Based on Ms Stacy's Demonstration Class

作　　者：顾云虎[1] 陈罡[2] 

机构地区：[1]合肥师范学院教育系,副教授合肥230061 [2]合肥市屯溪路小学,校长高级教师合肥230022

出　　处：《全球教育展望》2014年第5期11-19,共9页Global Education

基　　金：安徽省高校省级人文社科研究重点项目"现代课程与教学制度知识基础研究"(项目编号:2011sk339zd);省人文社科重点研究基地一般项目"教师教学知识结构及其形成研究"(项目编号:sk2012B654)的研究成果

摘　　要：美国南卡罗纳州India Hook小学Stacy Bunchman老师为安徽省合肥市屯溪路小学生上一堂数学公开课。中美两国教师教学观念和方法差异促使人反思一个根本性问题:教学过程应追求什么,它又何以可能?Stacy老师以工具运用作为教学活动的支撑,以探究理解作为教学过程的进路,表面看来内容简易,效率不高。但在这简单低效表象背后,确认澄清问题,运用工具材料探索未知,反思自己所知,为知识提供充分的证明理由,学生由此进入一种研究过程,尝试一种研究方法,养成自我担当认知责任的理性精神,是非常复杂有效。我国教师教学过程还有许多问题悬而未决。Stacy Bunchman, a teacher from India Hook Elementary School in South Carolina, the USA, delivered an open class to the pupils of Hefei Tunxilu Primary School of Anhui Province. The differences in teaching philosophies and teaching methods between the teachers from the two coun- tries of China and America urge us to reflect on a fundamental problem： what should be pursued in the teaching process and how does it become possible？ Ms. Bunchman＇ s class, supporting the teaching activities through the application of tools and using inquiry and comprehension as the path- way of teaching process, appears to be inefficient as well as simple and easy. But hidden in the plain sight, it is very effective indeed , only by confirming and clarifying problems, using tools and materials to explore and comprehend, reflecting on what they have learned, and providing sufficient grounds for knowledge, the students thus get into an inquiry process, master a research method and develop a rational spirit of responsibility assuming and self- awareness. So there are many problems remaining to be solved in the teaching process in China.

关 键 词：教学过程 公开课 工具 探究 

分 类 号：G623.5[文化科学—教育学]