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当综合性学习越来越多地表现为社会调查、查阅资料等单一的活动时,当学科教学的课堂上充斥着大量离题的内容拓展时,当人们张口闭口“跨学科”的时候,我们有必要回头审视:综合性学习到底为谁而在? 因为长期沿袭分科教学的传统而不知其弊,有识之士的提醒让人恍然大悟, 继而综合课程、综合实践活动、综合性学习在教育界广泛活跃。这是一件好事。说明我们的教育对于外部环境的变化、对于内在的使命是敏感的。然而在拍手称快之时,我们除了迅速跟进,除了埋头苦干,是不是还需要做一做理性的思考和深入的研究?一个好的课程思想要变成名副其实的教学实践,教材编写人员的解析只是其中一个环节,最为重要的还在于教师的理解与思考,在于实践中的审视、辨析、研究乃至批判和质疑。没有这个艰苦磨合的过程,就不能说是真正把握了它的精髓,也就不可能运用得游刃有余。基于此,我们特别组织系列文章来引发教师对课程综合性及其教学问题的探讨。为了讨论的方便,我们选择了语文综合性学习作为话端,并关注这样一些问题:1.综合性学习是否必须跨学科、必须与生活相联系?“综合”的含义到底是什么?2.在与其他内容的交叉与联系中,如何守住自己的田园?3.怎样处理与其他相关课程在课程目标、能力目标等方面的关系? 需要指出的是,本刊所刊
When comprehensive learning is increasingly manifested as a single activity such as social surveys and access to information, when subjects in the classroom are full of deviant content, when people open their mouths to interdisciplinary issues, We need to go back and examine: Who is the comprehensive study in the end? Because of the long tradition of sub-teaching and ignorance of the drawbacks, reminders of insight people suddenly realized, followed by comprehensive courses, comprehensive practical activities, comprehensive learning in education The community is widely active. This is a good thing. It shows that our education is sensitive to the change of the external environment to the internal mission. However, when clapping it fast, apart from quickly following up, is it still necessary to do rational thinking and in-depth research in addition to hard work? A good curriculum thought should be turned into a veritable teaching practice. Analysis is only one of the links, the most important thing is that teachers’ understanding and thinking lies in the practice of examination, discrimination, research and even criticism and questioning. Without this arduous process, we can not say that we have really mastered its essence, and we can not use it with ease. Based on this, we specially organize a series of articles to trigger teachers’ discussions on the comprehensiveness of courses and their teaching problems. In order to facilitate the discussion, we have chosen to learn Chinese as a whole, and pay attention to such questions as: 1. Is comprehensive learning interdisciplinary and must be related to life? What is the meaning of “integrated”? 2 How to handle the relationship with other relevant curricula in curriculum objectives, competencies, goals? In the cross and contact with other content, how to hold their own fields?