重论“预设—生成”的课堂模式——以语文教学为例  

Rediscuss "Presuppose-Generate" Class Mode:Taking Chinese Teaching as Example

作　　者：程翔 Cheng Xiang

机构地区：[1]陕西师范大学文学院,西安710061

出　　处：《课程.教材.教法》2024年第12期79-86,共8页Curriculum,Teaching Material and Method

摘　　要：我国古代关于生成教学有着深刻的理论阐述与丰富的实践经验。长期以来学界对生成教学的研究存在遗憾,若想弥补遗憾,应认识到:不能否定课堂教学的有序性;课堂的封闭性是一个客观存在;课堂的稳定性、可控性不能被颠覆;“生成”不是对预设的超越,更不是改变,而是学生对学习目标自主、曲折的达成;课堂是可控的,可预期的,不存在变动不居的课堂。生成教学指的是教师不给学生奉送答案,而是引导学生通过自主学习来达成,把“知其所以然”的权利交给学生,从而实现“三个转变”。在教师的引导启发下,学生体验、参与、出错、纠错、内化、生成,从而构成“预设—生成”课堂模式全流程。In ancient China,there were profound theoretical explanation and rich practical experience on generative teaching.There has been pity in the research on generative teaching in academia for a long time.We can't deny the orderliness of class teaching.The closure of class is an objective existence.The stability and controllability of class cannot be disrupted.Generate is neither transcendence of presuppose nor change but the autonomous and tortuous achievement of students' learning goals.Class is controllable and predictable and there is no unchanged class.Generative teaching means teachers guide students to find answers through self-directed learning instead of giving them answers,so as to achieve the "three transformations".Under the guidance of teachers,students experience,participate,make mistakes,correct mistakes,internalize and generate,thus forming the basic process of "presuppose-generate" class mode.

关 键 词：预设 生成 常态教学 语文课堂 

分 类 号：G633.3[文化科学—教育学]