基础教育学校“学案导学”教学变革的理性思考——“学案导学”的价值意蕴、现实困境和超越路向  

Rational Thinking of Basic Education Schools' “Teaching Based on Learning Plan”Reform——Value Implication, Practical Difficulties and the Way Forward of“Teaching Based on Learning Plan”

作　　者：何善亮[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2015年第2期50-54,共5页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划教育部重点课题<基于学科课堂的有效教学研究>(课题编号:DHA100243);江苏省教育科学"十二五"规划重点课题<溧水县东庐中学教学改革促进学校内涵发展的个案研究>(课题编号:B-a/2011/01/027);"江苏高校协同创新计划:基础教育人才培养模式协同创新中心"的研究成果

摘　　要："学案导学"作为中国本土教学变革经验的结晶,加之在帮助学生获得学业成绩上的成效,其教学变革愈来愈受到人们的关注。"学案导学"的成功既源于"学案"在教材和学生之间的"学习桥梁"作用,更源于教师对教学过程中教学关系的理性把握。而来自理论和实践领域的价值取向偏颇、二元认识论局限、方法程式化倾向、"学案"创编简单和教学使用不当等诸多问题和挑战,又为"学案导学"的进一步发展和完善提供了现实的契机与路向。As the valuable result of Chinese native teaching reform, plus its effectiveness in helping with students＇ academic achievement, the reform of ＂teaching based on learning plan＂has attracted more and more attention. The success of＂teaching based on learning plan＂not only lies in the role＂learning plan＂plays as a learning bridge between textbooks and students, but also in teachers＇ rational understanding of the basic relations between teaching and learning in the process of education. Problems and challenges from both theoretical and practical areas such as the value biases, the limitations of dualistic epistemology, the tendency of approach formulization, the simple composition of ＂learning plan＂and the improper use of teaching methods also present realistic opportunities and possibilities for the further development and improvement of＂teaching based on learning plan＂.

关 键 词：“学案导学” 教学变革 教学关系 

分 类 号：G420[文化科学—课程与教学论]