互为主体的课堂观察指标体系之建构

发布时间：2018-06-13 00:52

本文选题：互为主体 + 建构主义教学观　；参考：《教育理论与实践》2012年24期

【摘要】：互为主体的课堂必须在教师与学生相互尊重与教学相长的前提下,发展以学生为中心的教学活动。建构主义所呼吁的建构式教学,正是兼顾学生认知主体与课堂社会互动的教学类型之一,值得教师重新审视与应用。互为主体的课堂观察指标体系将主体性特征、互为主体的课堂特征、理想的课堂对话情境及建构主义教学观作为四项关键要素,构建出四个课堂观察层面,进而依据每一层面的涵义诠释出考核面与具体的衡量指标。
[Abstract]:The classroom with mutual main body must develop the student-centered teaching activity under the premise of mutual respect and teaching between teachers and students. Constructivism calls for constructive teaching, which is one of the teaching types which takes into account the interaction between students' cognitive subject and classroom society, and it is worthy of teachers' re-examination and application. The index system of classroom observation, which is the main body of each other, takes the characteristics of subjectivity, the classroom characteristics of each other as the main body, the ideal classroom dialogue situation and the teaching view of constructivism as the four key elements, and constructs four classroom observation levels. Then, according to the meaning of each level, the evaluation surface and specific indicators are interpreted.
【作者单位】：内江师范学院外国语学院;
【分类号】：G420

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