我国基础教育课堂教学方法改革及体系建构  

Reform and Systematic Construction of Classroom Teaching Method of Basic Education in China

作　　者：王鉴 Wang Jian

机构地区：[1]杭州师范大学经亨颐教育学院 [2]浙江省新型智库中国教育现代化研究院,杭州311121

出　　处：《课程．教材．教法》2023年第3期47-55,共9页Curriculum，Teaching Material and Method

摘　　要：我国基础教育课堂教学方法改革二十余年来,先后经历了变革传统的教学方法、倡导自主合作探究为主的新型学习方式、强化学科实践为主的教学方法三个阶段。传统讲授法作为学生获得间接经验的主要方法,其优势与不足共存,并在不断完善中发展,赫尔巴特的四段教学法为其理论基础。新型的自主合作探究的学习方式作为联系学生间接经验与直接经验的有效方法,为教学方法改革注入了生机,形成了教法与学法并重的方法论,杜威的五步教学法为其理论基础。实践教学法以学科实践、跨学科主题实践和综合实践为主要方式,让学生在回归现实生活世界和生产实践中解决真实问题,马克思主义教劳结合理论与马克思主义实践论为其理论基础。三种教学方法以时间次序和使用比重为逻辑,建构了中国特色多元互补的教学方法体系,形成了基础教育课堂教学方法改革的中国经验。Over the past 20 years,the reform of classroom teaching method of basic education in China has gone through three stages:transforming traditional teaching method,new learning method based on independent cooperation and inquiry,and teaching method strengthening practice.Traditional method helps students gain indireet experience,has both advantages and disadvantages,and gets continuous improvement,with Herbart's four-stage teaching met hod as theoretical basis.The method of the second stage connects students'indirect and direct experience,injects vitality into the reform and forms methodology empha sizing both teaching and learning methods,with Dewey's five step teaching method as theoretical basis.The method of the third stage takes disciplinary,interdisciplinary and comprehensive practice as main ways,and allows students to solve real problems in real life and practice,with Marxist theory as theoretical basis.The three methods take time and the proportion of use as logic and form a complementary teaching method system with Chinese characteristics and Chinese experience of the reform of classroom teaching method of basic education.

关 键 词：基础教育 课堂教学方法 讲授法 探究法 实践法 

分 类 号：G42[文化科学—课程与教学论]