摘要
教学假象,指的是在学与教的过程中,师生双方在互动条件下,发生或发展着的虚假或模糊的,同事物本质相关但不相符、相离甚至相反的教育教学表面现象。教学假象具有主观性与客观性、预成性与生成性、暴露性与隐蔽性、突发性与常发性等特征。抓住倾听、等待、追问、寻找等时机,可以让教学假象适时暴露;通过还原、逼近、挖掘、创造等途径,可以发掘教学假象的教育意蕴,实现教学假象的教育价值。
False teaching phenomenon means teachers and students go through some surface phenomena about teaching and education, which is false or opaque, or inconsistent with, or far away from, or contrary to the essence of things. False teaching phenomenon is characterized by subjectivity and objectivity, pre -generativeness and generativeness, exposure and covertness, occasion and frequency. To expose false teaching phenomena, we may take the opportunities of listening, waiting, questioning and searching. Furthermore, we may also exploit the educational connotation of false teaching phenomena and realize the educational values by adopting some effective measures.
出处
《江苏教育研究》
2013年第12期44-47,共4页
Jiangsu Education Research
关键词
教学假象
特点
时机
价值
false teaching phenomenon
feature
opportunity
value
