“校本课堂”建模的实践与思考

发布时间：2018-06-03 12:33

本文选题：课堂模式 + 文化建设　；参考：《上海教育科研》2012年10期

【摘要】：正一、"校本课堂"建模的背景分析我们推出"校本课堂"模式构建是基于三个方面的背景,这就是对人类潜能的认识、PISA测试的启示和学校主题文化建设的深入。一是对人类潜能的认识。著名教育哲学家伊斯雷尔·谢弗勒在运用分析哲学的方法,引出"作为可能性的潜能"、"作为倾向性的潜能"、"作为能动性的潜能"三个概念,为我们澄清了教育教学上的一些误解。他指出":学习的能力并不是一种无限的、可供学习者随便浪费的资源,如果孩子们的好奇心没有得到唤醒,而是受到严重压抑的话,就会逐渐丧失掉。如果孩子们天生的问题意识没有得到保护,而是不断受到阻碍的话,最终也将失去。对于探究新的东西来说,理智的灵活性、冒险精神、自信等是非常必要和宝贵的品质。如若长期不用或滥用的话,也会失去它们原本的作用。"[1]这为义务教育
[Abstract]:First, the background analysis of "school-based classroom" modeling is based on the background of three aspects, that is, the understanding of human potential and the enlightenment of PISA test and the construction of school theme culture. One is the understanding of human potential. Israel Schaeffler, a famous educational philosopher, uses analytical philosophy to introduce the three concepts of "potential as possibility", "potential as propensity" and "potential as initiative". It clarifies some misunderstandings in education and teaching for us. "the ability to learn is not an unlimited resource for learners to waste casually," he said. "if children's curiosity is not awakened, but is severely suppressed, it will gradually be lost. If children's innate sense of problem is not protected, but constantly obstructed, it will eventually be lost. Intellectual flexibility, adventurous spirit, self-confidence are essential and valuable qualities for exploring new things. If they are not used or abused for a long time, they will lose their original function. "[1] this is compulsory education."
【作者单位】：浙江省绍兴市越城区教育局教研室;
【分类号】：G424.21

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