语文教学中“教”的学理审视  

Academic Review of “Teaching” in Chinese Teaching

作　　者：李华平[1] 

机构地区：[1]四川师范大学文学院,四川成都610068

出　　处：《课程．教材．教法》2015年第4期69-74,共6页Curriculum，Teaching Material and Method

基　　金：教育部"教师队伍建设创新"示范项目(教师司〔2013〕13号);四川省哲学社会科学重点课题(SC13A015)研究成果之一

摘　　要：没有高质量的"教",就没有高质量的"学"。从学理的角度审视,教师课堂教学中的讲话、谈话、演说,并不一定都具有"教"的价值。从"教"与"学"的根本关系来说,教师的"教"是为学生的"学"服务的,"教"不是代替、阻碍学生"学";"教"意味着使学生有方向、有条理、有方法、有习惯、有滋味地"学"。There is no high quality ＂learning＂ without high quality ＂teaching＂. From the perspective of academic review, teachers＇ talk, conversation and speech in the classroom do not necessarily have the value of ＂teaching＂： From the basic relationship between ＂teaching＂ and ＂learning＂, teachers＇ teaching is to serve the students＇ learning, and teaching is not to replace or hinder students＇learning; ＂teaching＂ means to make the students ＂learn＂ with direction, organization, methods, habits, and pleasure.

关 键 词：教与学 教的价值 学理审视 

分 类 号：G633.3[文化科学—教育学]