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自基础教育课程改革实施以来取得了瞩目的成绩,但仍存在着许多值得关注的问题。譬如传统观点认为教师的职能是教书,把知识忠实地传授给学生,教师是占有知识的绝对权威,因而,在实验的过程中仍然存在着把学生看作是消极的知识容器的现象,学生的个性思维、创新思维得不到张扬。这种学生观的形成与教师本人的文化背景、品质素养、信仰追求等是密切相关的,也与实验区的课改氛围有关系。由此可见,教师的素质与水平不同,导致了新
Since the reform of basic education curriculum has made remarkable achievements, but there are still many problems worth noting. For example, the traditional view that the teacher’s function is to teach, to impart knowledge to the students faithfully, teachers are the absolute authority to possess knowledge, therefore, in the process of experiment there is still a phenomenon of students as negative knowledge containers, students Individuality thinking, innovative thinking can not be publicized. The formation of this view of students is closely related to the teachers’ own cultural background, quality of life and pursuit of faith, as well as the atmosphere of curriculum reform in the experimental area. This shows that the quality of teachers and different levels, led to a new