摘要
生成性教学是后现代新兴的一种教学形态。它以多元、共生、对话与交流为特点,不仅使学生智力得到极大提高,而且也使学生情感得到最大满足。经过30年的改革,我国生成性教学在创新人才培养、幸福教育实施以及走向世界等方面取得了很多成就,但也出现了随意性、刻意性和假意性的生成缺陷。在我国生成性教学步入瓶颈之时,对其得失成败全面反思,既有助于深刻地认识生成性教学的内涵和特性,也有助于生成性教学持续地发展。
Formative teaching is a post-modern form of teaching, which features in diversity, coexis- tence, dialogue and communication. The commitment is to enable students to make progress in both intel- ligence and emotion. Over the past thirty years, it has helped immensely with Students to achieve great success. However, it has also been capriciously used or distorted. Therefore, this paper calls for attention to a dialectical study towards a solution to the bottleneck.
出处
《河北师范大学学报（教育科学版）》
CSSCI
北大核心
2017年第3期110-115,共6页
Journal of Hebei Normal University(Educational Science)
基金
全国教育科学"十二五"规划项目:"建立教育科学化与民主化机制的探索"(EOA140345)
山东省聊城大学教改项目:"<文学理论>生成性教学模式探索"
关键词
得失
生成性
生成性教学
课程改革
dialectical study
formation
formative teaching
curricular reform
