摘要
在课堂教学变迁的道路上,先后出现了视觉中心课堂、听觉中心课堂和味觉中心课堂。视觉中心是课堂变化和转型的逻辑起点,与之相关的课堂空间布置、师生角色、教学目标、教学方式等内容便与视觉中心相配合而表现出自身的特点。之后出现的听觉中心课堂、味觉中心课堂亦如此。改革开放40余年来,我国基础教育的课堂教学改革的目标方向和价值追求经历变迁,从“双基”到三维目标再到核心素养,也就是从“视觉中心课堂”到“听觉中心课堂”再到“味觉中心课堂”的过程,其变迁体现了从“获取知识”到“深化学科”再到“追求育人”的转变,从而使课堂教学更好地回归人的生命、丰富人的体验、关怀人的成长。
On the way of classroom teaching transformation,there have appeared visual center classrooms,auditory center classrooms and taste center classrooms.The visual center is the logical starting point of classroom change and transformation,and such contents as the related classroom space layout,teacher-student roles,teaching objectives,and teaching methods that match it start to show their own characteristics.The auditory center classrooms and the taste center classrooms also show similar features when they appear later on.In the past 40 years of reform and opening up,the goal direction and value pursuit of classroom teaching reform in basic education in China has changed from the basic knowledge and skills to the three-dimensional goals and then to the core literacy,that is,changing from“the visual center classroom”to“the auditory center classroom”,and then to“the taste center classroom”.Such changes have reflected a transformation from“acquiring knowledge”to“deepening the education of subjects”,and then to“pursuing how to educate people”,so that classroom teaching can better return to human life,enrich human experience and care for human growth.
作者
余孟孟
YU Mengmeng(New Curriculum Review,Changsha Hunan,410005)
出处
《现代基础教育研究》
2024年第2期196-201,共6页
Research on Modern Basic Education
关键词
课堂教学转型
感觉逻辑
视觉
听觉
味觉
classroom teaching transformation
sensory logic
vision
hearing
taste
