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课堂“活”起来,儿童“动”起来,负担“减”下来,效率“高”起来,这是课程改革追求的理想效果,但由于受到各种条件,尤其是教师专业素养的限制,课改理念在实践中往往会走样。比如,当今幼儿园不少冠名为探究式的科学活动,如果仔细审视却都不是真正意义上的探究式学习。那么,有效的探究式学习是怎样的?造成课堂教学低效甚至无效的原因又是什么?我们必须在更为广阔的背景下多视角、多层面地审视这些问题,并对司空见惯、貌似合理的教学行为予以深刻的反思。
The classroom, “living” up, children “move ” together, the burden “reduction ” down, the efficiency “high ”, which is the ideal effect of the curriculum reform pursuit, but due to various conditions, especially Teachers’ professional literacy restrictions, curriculum reform ideas tend to be aliasing in practice. For example, many of today’s kindergartens are named exploratory scientific activities, which, if examined carefully, are not really inquiry-based learning. So, what is effective inquiry-based learning? What is the reason why classroom teaching is inefficient or even ineffective? We must examine these issues in a multi-perspective and multi-faceted perspective in a broader context and deal with the issues that are commonplace and plausible Teaching behavior to be a profound reflection.