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教学过程理论是课堂教学设计的重要基础之一。教学设计程序化的一个重要原因是对教学过程作静态的、预成的机械理解。随着哲学思维方式、课程观及知识现的转变,教学过程也由“预成”走向“生成”。生成教学过程现关注过程、强调关系、突出创造、重视个性。这种生成的观念在课堂教学设计中体现为:由确定走向弹性的教学目标阐明,由“复制”走向理解的教学过程设计,由独白走向对话的教学策略制定,由单一走向多元的教学评价实施。
Teaching process theory is one of the important foundations of classroom instruction design. One of the important reasons for programmatic instructional design is the static, pre-formed mechanical understanding of the teaching process. With the change of philosophical thinking mode, curriculum concept and knowledge present, the teaching process also changes from “pre-formation ” to “generation ”. The process of generating teaching is focused on the process, emphasizing the relationship, highlighting the creation, emphasis on personality. This concept of generation is embodied in the instructional design of the classroom: the instructional process design from the “replication” to the understanding, the teaching strategy from monologue to dialogue, from single to multiple teaching Evaluation implementation.