生态学视域下“生态课堂”的构建

发布时间：2018-01-18 02:14

本文关键词：生态学视域下“生态课堂”的构建　出处：《教育理论与实践》2017年02期 　论文类型：期刊论文

【摘要】：课堂可以隐喻为一个相对独立的生态系统,其四个重要因素即教师、学生、教学内容及环境相互影响并有效互动,从而达成主体性凸显、师生关系和谐、思维多元开放、生命活力彰显的生命状态。根据生态学限制因子定律、花盆效应、生态位原理、生物节律和边缘效应等观点,"生态课堂"的基本定律为:课堂中任何因素均应适可而止,否则过犹不及;教师不可越俎代庖,应着力培养学生的主体人格;教学中要因材施教,促进学生的差异发展,并实现增值评价;教学节奏要与学生身心节律合拍;要引导学生相观而善、改过自新,实现其变革性的发展。
[Abstract]:Classroom can be metaphorically regarded as a relatively independent ecosystem, and its four important factors are teachers, students, teaching content and environment, which affect each other and interact effectively, so that the subjectivity is highlighted and the relationship between teachers and students is harmonious. According to the law of ecological limiting factor, flowerpot effect, niche principle, biological rhythm and edge effect, etc. The basic law of "ecological classroom" is: any factor in the classroom should be stopped, otherwise it is too much; Teachers should not presume on behalf of the students, should focus on the cultivation of students' main personality; In teaching, we should teach students according to their aptitude, promote the development of students' differences, and realize value-added evaluation. The rhythm of teaching should be in harmony with the rhythm of students' body and mind; We should guide students to look at each other and be good, reform and reform, and realize their transformative development.
【作者单位】：首都师范大学科学教育研究中心;
【基金】：全国教育科学规划教育部重点课题“高中生科学素养形成机制的实践研究”(课题编号:DHA130257)的研究成果
【分类号】：G424
【正文快照】： 一、生态学与课堂教学在科技飞速发展、社会不断进步的同时,也带来了环境污染、生态破坏等问题。人们越来越关注生态,旨在促进人与自然的和谐发展,极大地推动了生态学的发展、催生了生态哲学。如今生态学已不仅仅局限于保护生态环境,更多的是一种思维方式、境界追求,如“生态

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