“学习中心课堂”教学过程组织的逻辑及其实现策略  

The Organization Logic of Learning Centered Classroom Teaching Process and Its Implementation Strategy

作　　者：陈佑清[1] CHEN Youqing(Institute of Curriculum and Instruction, Central China Normal University,Wuhan ,430079, Chin)

机构地区：[1]华中师范大学课程与教学研究所

出　　处：《全球教育展望》2016年第10期40-47,共8页Global Education

基　　金：国家社科基金"十二五"规划2012年度教育学一般项目"以课堂教学转型为旨趣的中小学学习中心课堂建设的理论与行动研究"(课题编号:BHA120054)的阶段成果

摘　　要：课堂教学过程的组织存在两种不同的问题导向(教师的问题导向和学生的问题导向),也存在两种不同的教学活动内容选择偏向(以教师活动为本和以学生活动为本)。与传统的以教师(讲授)为中心的课堂相比,学习中心课堂在教学过程组织逻辑上的突出变化是,它以学生的问题作为教学过程的导向,并以学生的活动作为教学过程的本体。针对我国大班教学的现实,这种教学过程的组织逻辑在实现策略上,主要采取"两段三环节"的教学过程组织形式,即依次通过个体自学和群体研学两个阶段及对应的个体自学、小组互学与全班共学三个环节,分层完成学生问题的暴露、确认,并组织分层的学生活动解决学生问题。There are two different kinds of problem-orientated teaching process organization （teachers＇ problem oriented and students＇ oriented）, and there are two different kinds of teaching content selection tendencies （mainly on teachers＇ activities or on students＇ activities）. Compared with the traditional teacher centered classroom, the prominent change of the organization logic of learning centered classroom teaching process is that it put students＇ problem as the orientation of the teaching process, and students＇ activities as the mainly activities of teaching process. Aiming at the reality of big class teaching in our country, the implementation strategy of the organization logic of teaching process may take the ＂two stages-three links＂ teaching organization form, which exposed and identify students＇ problems in turn and organize layered students＇ activities to solve students＇ problems by three links of individual self-study, team mutual learning and learn with the whole class.

关 键 词：学习中心课堂 教学过程组织 学生的问题导向 学生的活动为本 两段三环节教学过程 

分 类 号：G424[文化科学—课程与教学论]