摘要
后现代教育作为当代主要教育思潮之一,在课程和教学理念上与传统的教育有着很大区别,在课程理念上认为课程即探究过程,强调课程发展实践性;在教学方式上突出学习者的自组织,学习是一种自组织过程;在教师作用方面要创设师生平等对话的教学情境,教师是教学活动中的平等的首席;在教学方法上要重视隐喻与描述,引发对话与体验;在学习方法上要求师生进行合作性规划,在丰富多彩的语文活动中参与建构知识。语文课程标准所提倡的课程教学理念和学习方式及师生关系与后现代教育思想有着一致性,学习借鉴后现代教育思想能够更好地贯彻语文教学改革。
As one kind of the major prompt thought of education, the post-education is quite different from the traditional education in the course-design and teaching logos. About the teaching logos, the function of a teacher is to create a situation that makes the teacher and students talk equally with the teacher as the equal chief in the teaching activities. About teaching method, the teacher should pay attention to the simile and description so as to stir up the talks and experience. About learning method, the teacher and the students should co-design the project in order to take part in the construction of the knowledge with colorful Chinese activities. The teaching-and-learning logos and teaching methods advocated by the standard of the course of Chinese are accordant with the ideology of the post-education. To learn and utilize the ideology of the post-education will continue the reformation of Chinese-teaching.
出处
《江汉大学学报（社会科学版）》
2008年第1期101-105,共5页
Journal of Jianghan University(Social Science Edition)
关键词
中学语文教学
后现代教育
发展实践性
自组织过程
参与建构
the middle school Chinese teaching
post-education
developing practicalness
auto-organizing process
taking part in the construction
