生成性教学:困顿之因与落实之径  

Generative Teaching : Dilemma and Outlet

作　　者：朱文辉[1] Zhu Wenhui(College of Education,Shanxi University,Taiyuan 030006)

机构地区：[1]山西大学教育科学学院

出　　处：《当代教育论坛》2018年第2期89-94,共6页forum on contemporary education

基　　金：2015年度教育部人文社会科学研究青年基金项目"教学伦理的评价指标体系与动态监控研究"(项目编号:15YJC880148)的阶段性研究成果

摘　　要："只管天上打雷,不管地上下雨"的研究倾向导致生成性教学研究的日渐式微,这就消解了生成性教学原本可能带给教学活动价值升华和视角转化的契机。破解生成性教学所遭遇到的现实困顿,需要我们从操作层面为教师实践生成性教学提供脚手架。教学设计从直线型转换为树枝状、教学实施从寻求确定的答案到有意义的权变、教学评价从追求教学完满到允许一定程度的"留白"是生成性教学在实践扎根的可行路径。The tendency to"though thunder in the sky but not rain on the ground"tends to lead to a decline in the study of generative teaching.This will eliminate the possibility that the teaching activities value sublimation and the perspective transformation.The premise of generative teaching is that the teaching design should change from linear to dendritic;The teaching should be carried out from seeking the definite answer to the meaningful contingency;Teaching evaluation should be changed from the pursuit of teaching to a certain degree of"blank space".

关 键 词：生成性教学 教学设计 教学实施 教学评价 

分 类 号：G424[文化科学—课程与教学论]