摘要
对生成性教学哲学的机理结构与内在理据的阐释意在从教学构成要素入手,对作为教学哲学的生成性教学的结构样态及内在因由进行阐述分析。生成性教学哲学的机理结构主要为教师和学生共在共构的教学主体结构、学科知识和生活知识联结融通的教学内容结构、探究对话和有意讲授补充转化的教学方法结构。教师和学生的生成性,课程知识的相对确定性与境域性,教学过程的互动性,教学方法的多样性与情境适切性等构成因素特征是生成性教学作为教学哲学的内在理据。
This paper analyzes the mechanism and intrinsic justification of generative teaching as a teaching philosophy from the perspective of teaching elements. The mechanism of generative teaching philosophy can be summarized as three dimensions. The first is composed of coexisting teachers and students as the main structure; the second is the content structure of coherent scientific knowledge and life knowledge; the third is the method structure of inquiry dialogue and intentional lecturing as a helpful transitional supplement. Intrinsic justification of generative teaching as a teaching philosophy includes the generation from teachers and students, curriculum knowledge of the relative certainty and situational generation, interactive teaching process, diverse teaching methods and situational relevance.
出处
《课程．教材．教法》
CSSCI
北大核心
2016年第9期73-79,共7页
Curriculum，Teaching Material and Method
基金
新疆师范大学自治区文科基地"新疆教师教育研究中心"2016年重大项目"多元文化背景下基于课堂教学改进的教师发展研究"资助项目
关键词
生成性教学
教学哲学
机理结构
内在理据
generative teaching
teaching philosophy
mechanism
intrinsic justification
