摘要
学习过程是一个“渐进或振荡—高原期—突变”的自组织过程。在教学过程中,教师的“不可替代性”表现在能对学生的文化科学学习起到缩短和加速“渐进或振荡期”和“高原期”的作用。要实现教师的上述作用,教师必须有效地、创造性地把文化科学“转换”为学科或课程,并进一步把学科或课程“转换”为有助于学生全面发展的课堂内外的文化科学学习活动。专业化的教师应该知道学生学习该学科时兴奋点、分歧点、“高原期”何在,能够激活兴奋点、加快逼近分歧点的速度、缩短“高原期”以及维持和推动学生该学科的学习活动。因此,教师要进行学科思想方法和学科发展史实的研究,从课程层面理解教育教学活动,养成教育、教学实践研究的习惯。
The learning process is divided into three steps: gradual progress or oscillation, plateau and sudden change. In the teaching process, a teacher's special function is to shorten and speed up the gradual progress or oscillation and the plateau. To realize this function, teachers must effectively and creatively convert culture and science into subjects or curricula, and then further into the learning activities of students. Specialized teachers should know when students are excited, when they have disagreements and when the plateau is. Besides, teachers should make some researches on the ways of thinking and the developmental history of the subjects.
出处
《教育理论与实践》
CSSCI
北大核心
2002年第10期26-29,共4页
Theory and Practice of Education
