课堂教学同意与争鸣模式的质性分析--基于课堂现象学的视角  

Qualitative Analysis on Classroom Teaching in Consent with Contending Mode——Perspective Based on Classroom Phenomenology

作　　者：张定强[1] 

机构地区：[1]西北师范大学西北少数民族教育发展研究中心,甘肃兰州730070

出　　处：《课程．教材．教法》2014年第6期23-28,共6页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十一五”规划教育部重点课题“少数民族地区普通高中教育与中等职业教育均衡发展的体制机制研究”(DMA090344);国家社科基金西部项目“改革开放30年义务教育的普及发展对西北少数民族地区发展贡献率研究”(09XMZ056)阶段性成果

摘　　要：基础教育课程改革已历时十多年,值得关注与反思的一种教学现象就是过分人为地制造同意与争鸣,由此形成的带有同意与争鸣特性的教学模式已影响了课程改革的实效性与推进性。要变革这种现状就要在厘清这两种模式内涵的基础上,在教学设计中融入争鸣因素,唤醒学生的集体记忆;在教学实施中采取更加灵活的方式,让学生发出自己的声音;在教学评价中立足于思维的拓展,介入批判性分析。采取联动的方式,合理恰当地运用两种模式的各自优势,营造聆听、讨论、交流、分享、争鸣、进步的教育场域,使课改不断走向深入。The basic education curriculum reform has lasted for more than a decade. And excessively artificial fabricate consent with contending has become a concerned and reflected teaching phenomenon which affects the effectiveness and promotion of the curriculum reform . To change such situation, we should use the following methods, more contending factors can be integrated in the instructional design to arouse students＇ collective memory; more flexible approaches need to be adopted in instruction implementing to let students voice their own opinions; teaching evaluation should be based on thinking development to intervene critical analysis. Using the respective advantages of two modes reasonably and appropriately can create a listening, discussing, exchanging, sharing, contending and progressive education field and make curriculum continually go further.

关 键 词：课程改革 现象分析 同意模式 争鸣模式 

分 类 号：G42[文化科学—课程与教学论]