“让学引思”:区域富有活力的教学形态探索  

Student-Centered and Thought-Provoking:Exploration of Dynamic Teaching Forms by Region

作　　者：乔晖[1] 顾俊琪 Qiao Hui;Gu Junqi(Yancheng Teachers University,School of Education Science,Yancheng 224000;Yancheng Institute of Education Science,Yancheng 224000)

机构地区：[1]盐城师范学院教育科学学院,盐城224000 [2]盐城市教育科学研究院,盐城224000

出　　处：《教育发展研究》2020年第18期18-26,共9页Research in Educational Development

基　　金：全国教育科学“十三五”规划2018年度立项课题“区域推进课堂改革的教育生态模型建构研究”(DHA180437)的部分成果。

摘　　要：区域推进课堂改革是现实选择也是未来趋势,在区域范围内推动教师群体对"让学引思"的课堂教学的共同认知,同时创造性地开展相关行动研究,能够为改变课堂生态提供范例。从程序设计到行动指南的教学过程设计,从诱导启发到利于互动的课堂环境创设,从自我创生到资源共享的学习方式交互,从时间出让到空间(权力)让渡的师生关系重建,在实践中探索出"创立富有活力的教学形态"策略,包括重在学科素养的联结-反省策略、作为学习方式的整合-融合设计、形成问题智慧的发现-探究路径。Classroom reform with regional promotion is a realistic choice and a trend. It pushes the teacher group’s common understanding of "learning to learn" in classroom teaching forward at the regional scope,and creatively conducts relevant action research to provide examples for changing classroom ecology. From the process design to the instructional process design of the action guide,from the induction and inspiration to the creation of an interactive classroom environment,from the self-creation to the sharing of resource-based learning methods,and from the time transfer to the space(power)transfer,the teacher-student relationship has been rebuilt. In practice,the strategy of"Creating a dynamic teaching form"has been explored. For example,the focus is on the connection of subject literacy-reflection strategies,integration as a learning method-fusion design,and the formation of problem discovery-inquiry paths.

关 键 词：“让学引思” 区域推进 教学形态 

分 类 号：G424[文化科学—课程与教学论]