巩固性教学原则的理论反思与实践指向:基于后现代的视角  

Theoretical reflection and practical direction of consolidation principle of teaching:from a postmodern perspective

作　　者：吴柔媚 张勇[2] 徐文彬[2] WU Rou-mei;ZHANG Yong;XU Wen-bin(Chovan Experimental School,Hangzhou,Zhejiang 310016,China;Institute of Curriculum and Teaching,Nanjing Normal University,Nanjing,Jiangsu 210097,China)

机构地区：[1]崇文实验学校,浙江杭州310016 [2]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教学研究》2023年第2期61-66,71,共7页Research in Teaching

基　　金：全国教育科学“十三五”规划2018年度国家一般项目(BHA180126)。

摘　　要：巩固性教学原则是指教师在教学过程中依据个体的认知规律安排教学活动,从而加深学生对知识的学习和理解,促进学生发展。随着教育目的、教育规律和教育实践的变化与发展,巩固性教学原则的前提预设也与以往有所不同。在对巩固性教学原则历史考察的基础上,基于后现代视域反思了教育目的、知识习得方式以及教学实践价值的3个转向问题,进而提出新时代教师应该依据巩固性教学原则的适时性、理解性、境域性和文化性的指向,具体实施或落实巩固性教学原则。The consolidative teaching principle means that teachers arrange teaching activities according to individual cognitive law in the teaching process,so as to deepen students'learning and understanding of knowledge and promote students'development.With the change and development of educational purpose,educational law and educational practice,the presupposition of consolidated teaching principle is also different from the past.To consolidate the sex teaching principles,on the basis of history investigation based on postmodern horizon reflects on the education purpose,knowledge acquisition,and value three turned to the problems of teaching practice,teachers should put forward new era according to consolidate the teaching principle of timeliness,point to understand the character,realm and culture,or specific to implement the consolidate teaching principle.

关 键 词：巩固性教学原则 理论反思 实践指向 后现代 

分 类 号：G422[文化科学—课程与教学论]