教学时序:学理澄清与实践超越——以“先教后学”与“先学后教”模式为例  

"Teaching After Learning"or"Learning After Teaching"?A Clarification of Theories and Practical Responses Based on the View of Teaching Sequence

作　　者：杨晓奇[1] 董乾然 Yang Xiaoqi;Dong Qianran(School of Educational Science,Anhui Normal University,Wuhu Anhui 241000.China)

机构地区：[1]安徽师范大学教育科学学院,芜湖241000

出　　处：《课程．教材．教法》2021年第10期65-71,共7页Curriculum，Teaching Material and Method

基　　金：安徽省重大教育教学改革研究项目“构建‘新师范’人才培养体系的理论探索与安徽实践”(2019zdjg14)。

摘　　要："先教后学"与"先学后教"两种教学模式的纷争,本质上是教学时序的研究不足所导致的误解误用。教与学的先后次序应归属于教学时序,是指教学过程中教学各要素安排的先后顺序及其逻辑关系。实践超越策略在于辩证看待教学时序之于教学活动的客观影响与实践价值;树立良好的时序思维,统筹协调教与学的先后次序;依据教学活动的总体态势,强化教学时序的规划意识;增强教学时序调控能力,提升运用教学时序的灵活度以及综合考虑教学时间的其他构成要素,为教学时序的整体优化提供保障。The dispute between the two teaching modes of"teaching after learning"and"learning after teaching"is essentially a misunderstanding and misuse caused by the lack of research on the teaching sequence.In fact,the sequence of teaching and learning should be attributed to the research category of teaching sequence,which refers to the sequence and logical relationship of the arrangement of teaching elements in the teaching process.The strategy of optimizing the teaching sequence is to treat the objective influence and practical value of the teaching sequence dialectically,to establish a proper sequence of thinking to coordinate the sequence of teaching and learning,to strengthen the planning awareness of the teaching sequence according to the overall situation of the teaching activities,to enhance the ability to control the teaching sequence,improve the flexibility of using the teaching sequence and comprehensively consider other elements of the teaching time to provide a guarantee for the overall optimization of the teaching sequence.

关 键 词：教学时序 时序思维 先教后学 先学后教 

分 类 号：G42[文化科学—课程与教学论]