论我国教学过程取向落实存在的问题及其破解  

On the Problems and Their Solutions in Implementing the Approach of Teaching Process in Our Country

作　　者：高嵩 Gao Song(Shandong Normal University)

机构地区：[1]山东师范大学教育学部(基础教育课程研究中心)

出　　处：《当代教育科学》2023年第9期35-42,共8页Contemporary Education Sciences

基　　金：全国教育科学“十三五”规划教育部重点课题“乡村学校的课程适应性调查研究”(课题编号:DHA200338)的研究成果之一。

摘　　要：我国当代教学的过程取向是指在“教师施教”与“学生学习”过程的兼容设计中培育学生学习能力的教学价值理念,以教学空间生本化,教学内容综合化,教学活动延展化作为潜在结构。然而教师容易受到现代社会变革的消极心态影响,进而异化对“过程”意涵的理解,出现教学情境创设较为浅表,教学内容统整陷入区隔,教学探究安置囿于程序的运作困境。因此,教师在学生心理发展、学校文化结构、教师集体协作、学业质量测评等方面需要形成整体性教学共识,这是优化“过程取向”育人功能的关键。The process orientation of contemporary teaching in our country refers to a teaching value concept that cultivates students'learning ability in the compatible process of“teacher teach-ing”and“student learning”,and it treats the student-oriented teaching space,the integration of teaching contents and the extension of teaching activities as the polential structure.However,teach-ers are easily affected by the negative mentality of the modern social change,which further alienates their understanding of the meaning of“process”,and so the teaching situation design is relatively shallow,the teaching content integration area falls into division,and the teaching inquiry operation is constrained by the operational difficulties of procedure.Therefore,teachers need to form a holistic teaching consensus in the aspects of students'psychological development,school cultural structure,teachers'collective cooperation,and academic quality assessment,which is the key to optimize the “process-oriented”function.

关 键 词：中小学 教学 过程取向 施教过程 学习过程 

分 类 号：G632.4[文化科学—教育学]