课堂的困境与突破:从浅表教学到深度教学  

Classroom Dilemmas and Breakthroughs:From Superficial to Deep Teaching

作　　者：向佳聪 张红[1] Xiang Jiacong;Zhang Hong(Heilongjiang University,Harbin 150080,China)

机构地区：[1]黑龙江大学,哈尔滨150080

出　　处：《林区教学》2023年第5期107-110,共4页Teaching of Forestry Region

摘　　要：随着教育需求的转变以及素养教育理念的不断深入,“自主、合作、探究”等以学生为中心、关注学生终身发展以及适应社会发展所需能力的教学方式在一线教学中逐渐普及。但是在教学实践中出现了浅表化现象,具体表现在重知识轻能力、重热闹轻思维、重任务轻生成等方面。因此,改变课堂困境,使学生走向深度学习的深度教学势在必行。基于此,探讨深度教学过程,包括创设情境与概念外化、聚焦问题与比较前概念、与“自我”“他人”情境“的对话、刺激感官与整体思维、变式练习与社会实践。Along with the change of educational needs and the deepening of the concept of literacy education,student-centered teaching methods such as“independent,cooperative and inquiry”,which focus on students lifelong development and the ability required to adapt to social development,are gradually popularized in front-line teaching.However,there is a serious superficiality in teaching practice,which is manifested in the emphasis on knowledge rather than ability,lively rather than thinking,and task rather than generation.Therefore,it is imperative to change the classroom dilemma and carry out deep teaching to make students move toward deep learning.Based on this,this study explores the process of deep teaching,including creating contexts and externalizing concepts,focusing on problems and comparing pre-concepts,dialogue with“self”and“other”contexts,stimulating senses and holistic thinking,variation practice and social practice.

关 键 词：课堂困境 浅表教学 深度教学 

分 类 号：G642[文化科学—高等教育学]