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在教学设计策略上,有两种典型的方式。一种是赫尔巴特主张的,注重教材的具体内容和实用价值,注重让学生获得丰富的知识,这种教学设计的重点在于关注知识呈现的逻辑顺序,注重学科特点,教学思想与方法的设计,体现以教师为中心、以教材为中心;另一种是杜威主张的用生活教材替代学科教材,将学科教材变为教学参考书,提出教学的设计应从学生的经验开始,引申出合乎科学的方法,即以学生自主、合作、探究为主的学习方式为中心。我国原有的课堂教学偏向于以学科为中心,关注学科内容的呈现。新的教学理念要求教学设计应以学习为中心,以促进新的学习方式的产生。
There are two typical ways of teaching design strategies. One is Herbart’s claim, focusing on the specific content and practical value of the teaching materials, focusing on getting students to acquire a wealth of knowledge. The focus of this instructional design is on the logical sequence of knowledge presentation, on the characteristics of disciplines, and on the design of teaching ideas and methods. , Reflecting teachers as the center and teaching materials as the center; the other is Dewey’s advocate of using life materials instead of subject teaching materials, turning subject teaching materials into teaching reference books, and suggesting that the design of teaching should start from the students’ experience and lead to a scientific and scientific approach. The method is centered on student-centered, cooperative, and inquiry-based learning methods. The original classroom teaching in our country tends to focus on disciplines and pay attention to the presentation of subject content. The new teaching philosophy requires that instructional design should be centered on learning in order to promote new ways of learning.