摘要
认识论意义上的游戏教学观,仅仅将游戏作为促进教学的外在手段,忽视了人当下的现实存在,窄化甚至偏离了游戏教学观的本意,而本体论意义上的游戏教学观则强调游戏精神是课堂教学的内在追求。游戏的内在品性决定了基于游戏精神的课堂教学的可能与必要。构想其特征,可以概括为:培养具有自由精神和规则意识的人的教学目的,民主平等、和谐对话的师生关系,教学过程强调充分投入与积极体验,教学内容主张师生对话基础上的课程创生。
The meaning of game on Epistemology is only the external means of promoting the teaching. People＇s present reality is ignored ; the concept of game-teaching is narrowed and deviated from the original intent. The Ontology of the game-teaching concept emphasizes that the spirit of the game is the inherent pursuit of classroom teaching. The intrinsic characters of game decide that the classroom teaching based on the spirit of game is not only likely, but also necessary. Such kinds of classroom teaching have the following characters： cultivate the free people who have the consciousness of rules; build democratic and equal relationship between teachers and students; emphasize positive experience with the full input in the process of teaching and learning; advocate curriculum generation on the basis of dialogue in classroom teaching.
出处
《集美大学学报（教育科学版）》
2009年第3期36-39,共4页
Journal of Jimei University：Education Science Edition
关键词
游戏
游戏精神
游戏教学观
课堂教学
game
the spirit of game
the concept of game - teaching
classroom teaching
