“先学后教”教学模式的释解与归真——基于“翻转课堂热”现象的审思

发布时间：2018-05-19 15:46

本文选题：先学后教 + 翻转课堂　；参考：《中小学教师培训》2017年10期

【摘要】：国内的"先学后教"与国外的"翻转课堂"教学意蕴相似,却未曾如后者般备受关注,面对"翻转课堂热"现象,须理性审思这种富蕴本土基因的教学变革。"先学后教"源于解决传统"先教后学"教学积弊的客观需要,其中体现着"以学定教、以教促学"的逻辑进程,是一种关照学生全面发展的素养教育。但由于我国长期盛行的"传递—接受"式教学传统,教师"自命真题"式的教学理念和"时序固着"式的教学思维,导致"先学后教"在推进过程中遭遇多重阻力。对于批评和质疑,需要认识到,"先学后教"相比"先教后学"对教师的教导作用要求更高,同时把课堂打造成高效的学习场域,也是当下课堂教学改革的主要路径。
[Abstract]:The meaning of "learning first and then teaching" in China is similar to that in foreign countries, but it has not attracted much attention as the latter. In the face of the phenomenon of "flipping classroom heat", it is necessary to think rationally about the teaching reform of this rich local gene. " "Learning first" comes from the objective need of solving the traditional "teaching before learning" teaching, which embodies the logical process of "teaching by learning and promoting learning by teaching", which is a kind of literacy education which takes care of the all-round development of students. However, due to the traditional teaching tradition of "transmission and acceptance", the teachers' teaching idea of "self-proclaimed real problem" and the teaching thinking of "time sequence fixation" result in the "learning first and then teaching" encounter multiple resistance in the process of promotion. For criticism and doubt, it is necessary to realize that "learning first and then teaching" requires higher teaching function than "teaching before learning". At the same time, building classroom into an efficient learning field is also the main path of classroom teaching reform at present.
【作者单位】：华中师范大学教育学院;惠州大亚湾西区第一小学;
【基金】：广东省2017年度教育科学规划课题教育科研重点项目“以发展学生核心素养为旨归的小学语文课堂教学改革研究”(课题编号:2017ZQJK018)
【分类号】：G632.4

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