教师主导:摒弃抑或深化

发布时间：2018-05-25 16:24

本文选题：师生关系 + 教师主导　；参考：《江苏高教》2017年06期

【摘要】：随着教育教学改革的不断深化,教学过程教师主导遭受的质疑也日益增多,放弃抑或深化其主导作用已成为摆在我们面前的重要问题。就其内涵而言,教师主导的提出首先是基于教学立场对师生关系的综合判断;其次,教师主导作用的充分发挥正是对学生主体性的呵护和发展;最后,教师主导在不同的教学模式、学习阶段以及教学环境下的表现形式和程度都有所别异,是一种多重样态存在。当前关于放弃教师主导的诸多论断,很大程度上是对教师主导认识不够深刻。"教师主导"的判断毋庸置疑,目前更为紧要的是如何更好地发挥教师的主导,比如通过构建学生主体活动实现"教师主导"和"学生主体"的统一,以促进学生深度学习应对时代挑战,同时强调赋权增能,为教师主导作用发挥创造良好条件。
[Abstract]:With the deepening of the reform of education and teaching, more and more questions have been raised about the teacher-led teaching process. Giving up or deepening its leading role has become an important issue in front of us. In terms of its connotation, the teacher-led proposal is firstly based on the comprehensive judgment of teacher-student relationship based on the teaching position; secondly, the full play of teacher-led role is the care and development of students' subjectivity; finally, Teachers dominate in different teaching modes, learning stages and teaching environment under different forms and degrees of expression are different, is a kind of multiple forms of existence. At present, there are many opinions about abandoning teacher-leading, to a great extent, the understanding of teacher-leading is not deep enough. " There is no doubt that the judgment of teacher-led is more important at present is how to give full play to teacher-led, such as realizing the unity of teacher-led and student-subject by constructing student-subject activities. In order to promote students to learn in depth to meet the challenges of the times, at the same time to emphasize empowerment and empowerment, so as to create good conditions for teachers to play a leading role.
【作者单位】：北京师范大学教育学部;首都师范大学教师教育学院;
【基金】：教育部人文社会科学重点研究基地重大项目“教学伦理学研究”(编号:12JJD880013) 国家社会科学基金教育学一般课题“美国一流大学智库研究”(编号:BIA160099)
【分类号】：G420

【相似文献】