语文新课程实施中的四种基本教学策略范式探析  

An Analysis of Four Basic Teaching Strategy Paradigms in the Implementation of New Chinese Curriculum

作　　者：雒进才[1] LUO Jin-cai(Hexi University,Gansu Province,Zhangye,Gansu 734000,China)

机构地区：[1]河西学院,甘肃张掖734000

出　　处：《教育教学论坛》2017年第16期13-16,共4页Education And Teaching Forum

摘　　要：本文认为语文教学改革至今未改变"少慢差费"的根本原因是在宏观的教学思想、教学模式和微观的教学方法之间,没能很好地重视和解决好中观层面的教学策略问题。依据语文新课程实施中课堂教学行为的分类,我们提出了接受性、发现性、对话性和活动性四种基本的教学策略范式,并对每种策略的基本学理、实施步骤、应注意的问题进行了阐述。This paper held that the root cause for the inefficient and high-cost Chinese teaching reform which was still continuing today was the failure to focus on and solve teaching strategy issues in fields of macro teaching thought,teaching mode and micro teaching methods from medium level.Based on the classification of classroom teaching behaviors in the implementation of new Chinese curriculum,this paper advanced four basic teaching strategy paradigms,namely acceptability,discoverability,dialogicality and activity paradigms and expounded their academic basis,implementation steps and matters needing attention.

关 键 词：语文新课程 接受性策略 发现性策略 对话性策略 活动性策略 学理 实施 

分 类 号：G642.0[文化科学—高等教育学]