摘要
"先学后导-问题评价"教学模式是以问题发现生成解决为主线、以问题评价为手段、以任务驱动为问题解决途径的有效教学模式。旨在教师指导下使学生和教师以问题发现为主线进行评价性的自主合作学习,对生成问题进行互导性的合作探究学习,并在此基础上进行以任务驱动为载体的问题探究学习。此模式运行要求课型、教师角色、学生角色相应地发生变化:一是课型创新为"问题发现课"、"问题生成课"、"问题解决课"和"综合解决课"等;二是教师角色转型为问题发现者、学习活动设计者、学生有效学习的服务者等;三是学生学习方式变化为自主合作探究学习,学生角色转变为课前主动学习者、课中体验学习者、课后回归学习者。
The teaching pattern of learning before guiding-problem evaluating is an effective pattern with problem discovering as the main line, with problem evaluating as the device and with task driving as the way of solving problems. Its purpose is, under the guidance of teachers, students and teachers conduct autonomous cooperative study by evaluating with problem discovering as the main line, and conduct cooperative and exploratory study by mutual guiding in terms of generative problems, on the basis of which task-driven problem-exploring learning is carried out. The operation of this pattern requires the corresponding changes in the course form, teacher role and student role. First, classes should be problem-discovering, problem-generating and comprehensive problem-solving. Second, teachers should be discoverers of problems, designers of learning activities and servants of students＇ effective learning. Third, students＇ learning styles should be autonomous, cooperative and exploratory, and students should take the initiative to preview lessons before class, experience learning in class and return back to learning after class.
出处
《教育理论与实践》
CSSCI
北大核心
2009年第4期33-37,共5页
Theory and Practice of Education
基金
全国教育科学"十一五"规划2007年度教育部"有效教学的行动策略研究"课题的阶段性研究成果
关键词
先学后导
问题评价
自主合作
探究训练
全面发展
learning before guiding
problem evaluating
autonomous and cooperative
exploratory training
com- prehensive development
