教学偏听探析

发布时间：2018-03-20 22:39

本文选题：课堂教学　切入点：学生偏听　出处：《教育科学研究》2017年02期 　论文类型：期刊论文

【摘要】：课堂教学中学生偏听与教师偏听构成了教学偏听。学生偏听主要表现为:单向度的听、静态知识的听、切片化及主观化知识的听、急功近利的听;教师偏听主要表现为:乐听顺应之声,排斥异声;喜听正确之声,厌弃误声;欣赏虚假之声,隔膜真声;钟情响亮之声,轻忽弱声。导致教学偏听的原因主要有:权威型教学文化造成了控制性倾听;"授知"为中心的教学惯习养成了偏执性倾听;功利化的教学目标形成了听的迷障。纠正偏听,健全倾听,对于改进、完善课堂教学具有重要价值。
[Abstract]:Students' partial listening consists of one-dimensional listening, static knowledge listening, slicing and subjectivized knowledge listening, and eager for quick success and instant profit. The students' partial listening is composed of the students' partial listening and teachers' partial listening. The main manifestations of students' partial listening are as follows: unidirectional listening, static knowledge listening, slicing and subjective knowledge listening; The teachers' partial listening mainly shows as follows: listening to the sound of adaptation and repelling the abnormal sound; listening to the sound of the right and rejecting the sound of mistake; appreciating the false sound, isolating the true sound of the diaphragm; the loud sound of love, The main reasons leading to partial listening in teaching are: authoritative teaching culture has caused controlled listening; the teaching habit of "giving knowledge" as the center has formed paranoid listening; utilitarian teaching goal has formed the barrier of listening. Sound listening is of great value for improving and perfecting classroom teaching.
【作者单位】：南京师范大学教育科学学院;
【基金】：“江苏高校优势学科建设工程资助项目(PAPD)” 江苏省教育厅“基于测试分析的跟进式改革重大研究项目”(2015jyktzd-02)的阶段性研究成果
【分类号】：G420

【参考文献】