体验学习视域下的学生课堂参与困境与突破  

Students classroom participation dilemmas and breakthroughs from the perspective of experiential learning

作　　者：贺元萍 HE Yuan-ping(Education College,Central China Normal University,Wuhan,Hubei 430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教学研究》2023年第4期8-15,共8页Research in Teaching

摘　　要：传统模式化、僵硬化的教学模式忽略了学生作为主体的能动性,学生独立、自主学习的时空条件被极大地忽略,学生的主体性发展受到阻碍。体验学习导向的学生课堂参与对于学生生发独特的个体思考、情感体验,促使个体经验增值及促进主体性发展作用显著。通过对国家公共教育资源平台上“一师一优课”中的6堂初中古诗文部优级课例的教案及课堂实录进行分析,发现目前学生的课堂参与仍旧是被动的、身体缺位的及情感缺失的。据此,课堂教学应以学生活动为主,合理规划师生活动;应鼓励学生多样化的身体参与,助益认知发展;应创设开展多样化活动的外部环境,扩大学习资源,以更好地满足学生差异化、多样性的发展诉求。The traditional stereotyped and rigid teaching model ignores the initiative of students as subjects,the space-time conditions of students′independent and autonomous learning are largely ignored.And the development of students′subjectivity is hindered by practice.Experiential learning-oriented students classroom participation plays a significant role in generating unique individual thinking and emotional experiences,promoting the value-added of individual experiences and promoting the development of subjectivity.Through the analysis of the teaching plans and class records of six excellent courses of the Ancient Poetry and Literature department of junior middle school in the national public education resource platform"One Teacher,One Excellent Course",it is found that students′class participation is still passive,physically absent and emotionally absent.Therefore,class teaching should:give priority to students′activities,reasonably plan the development of teacher-student activities;encourage students to participate in a variety of physical activity,conducive to cognitive development;create an external environment for diversified activities and expand learning resources so as to better meet students′demands for differentiated and diversified development.

关 键 词：体验学习 课堂参与 语文教学 课堂观察 

分 类 号：G40-01[文化科学—教育学原理]