课堂教学逻辑的内涵、结构与发展理路  

On the Connotation, Construction and Development Paths of Classroom Teaching Logic

作　　者：郑会敏 罗生全[2] ZHENG Hui-min;LUO Sheng-quan(Faculty of Education,Guangxi Normal University;Faculty of Education,Southwest University)

机构地区：[1]广西师范大学教育学部,广西桂林541004 [2]西南大学教育学部,重庆400715

出　　处：《教育理论与实践》2019年第22期60-64,共5页Theory and Practice of Education

基　　金：国家社会科学基金教育学一般课题“基于大数据技术分析的教研员胜任力水平模型建构研究”（课题编号:BHA150077）的研究成果。项目负责人：罗生全

摘　　要：课堂教学逻辑是教学主体、客体、介体以及环体在特定的时空场域内建构的复杂而清晰的关联规则和关系推理。在课堂教学逻辑的四维结构体系中,交往逻辑构成表层结构,教学内容逻辑和教学形式逻辑构成中层结构,学科逻辑、传授逻辑、学习逻辑和认知逻辑构成深层结构,教学目标、教学情境、教学素材、教学问题、教学节奏等则构成教学逻辑的辅助层结构。教学主体的发展方式实现从离身到具身的现代转型,课程文化的实施模式实现从原生到创生的价值蜕变,课堂活动的逻辑要素实现从割裂到交融的策略统整,是课堂教学逻辑的内在发展理路。Classroom teaching logic is a complex but clear association rule and relationship reasoning constructed by teaching subjects,objects,mediums and environment within a specific space and time field. In the four-dimensional structural system of classroom teaching logic,communication logic constitutes the surface structure of teaching logic,teaching content logic and teaching form logic constitute the middle structure of teaching logic,and the deep structure of teaching logic consists of subject logic,imparting logic,learning logic and cognitive logic. Furthermore,the auxiliary l ayer is composed of teaching objectives,teaching situations,teaching materials,teaching problems,teaching rhythm and other elements. There are three internal paths to promote the development of classroom teaching logic:The way of development of teaching subjects completes modern transformation from disembodiment to embodiment;The implementation mode of curriculum culture completes value promotion from the nature existence to the creative development;The logical elements of classroom activities complete strategy integration from division to communion.

关 键 词：课堂教学逻辑 课堂场域 教学主体 课程文化 课堂活动 

分 类 号：G420[文化科学—课程与教学论]