构建项目式学习共同体 深化“先学后教”  

Construct Project Learning Community and Deepen“Learning before Teaching”

作　　者：武咏梅[1] 周清湍 WU Yongmei;ZHOU Qingtuan(Henan Audio-visual Education Center,Zhengzhou,Henan,China 450004;Zhengzhou Second Foreign Language School,Zhengzhou,Henan,China 450004)

机构地区：[1]河南省电化教育馆,河南郑州450004 [2]郑州市第二外国语学校,河南郑州450004

出　　处：《数字教育》2020年第4期52-55,共4页Digital Education

基　　金：河南省教育信息技术“十三五”规划2019年度课题“基于核心素养的高中语文项目式学习研究”(1352019036)。

摘　　要：课堂教学改革的重点是教与学关系的根本性调整。传统教学中教师是教学的主体,学生被动地接受知识。越来越多的教育工作者意识到课堂要从"先教后学"到"先学后教"转变。翻转课堂构建的"先学后教"模式,没有解决学习进度统一化和学生个体化深度学习的问题。项目式学习以学生为中心设计学习,能够让个体化学习真正发生。构建适合当前教学环境的项目式学习共同体,是学生深度学习的重要途径,也是深化"先学后教"模式的重要手段。The key point of classroom teaching reform is the fundamental adjustment of the relationship between teaching and learning.In the traditional teaching,teacher is the main body of teaching,and students acquire knowledge passively.More and more educational workers realize that the class needs to transform from“teaching before learning”to“learning before teaching”.The mode of“learning before teaching”of flipped classroom has not solved the problems of unification of learning process,and students’individualized deep learning.Project learning designs learning centered with students,and enables individualized learning happen.Constructing the project learning community suitable to current teaching environment is an important route to deepen learning for students,and also an important means to deepen the mode“learning before teaching”.

关 键 词：先学后教 翻转课堂 个体化学习 项目式学习 学习共同体 

分 类 号：G40-057[文化科学—教育学原理]