课堂教学中启发诱导失当的表征及调控

发布时间：2018-06-24 17:17

本文选题：课堂教学 + 启发诱导　；参考：《教学与管理》2017年25期

【摘要】：课堂教学中的启发诱导已被时间证明是能使学生发挥积极性、主动性和创造性的基本的教学方式,其有效性毋庸置疑。但实践表明,在课堂教学中,启发诱导往往存在一定程度上的失当。课堂教学中启发诱导的失当主要表现为课堂设计缺乏情境性、问题设置缺乏合理性、课堂点拨缺乏适当性、教学机智缺乏应变性、启发方法缺乏灵活性,对这些失当问题进行调控可以采用目标精选、方法先行、手段优化、环境创设、360°反馈等策略。
[Abstract]:The heuristic guidance in classroom teaching has been proved by time to be the basic teaching method which can make students exert their enthusiasm, initiative and creativity, and its effectiveness is beyond doubt. However, practice shows that in classroom teaching, heuristic guidance often exists in some degree. In the classroom teaching, the main manifestations of the misguided heuristic are the lack of situational design, the lack of rationality of the problem setting, the lack of appropriateness of the classroom points, the lack of adaptability of the teaching wit, and the lack of flexibility of the heuristic method. The strategies of target selection, method first, method optimization, environment creation and 360 掳feedback can be used to control these improper problems.
【作者单位】：西南大学教育学部;贵阳护理职业学院;海南师范大学教育科学研究院;
【基金】：国家社会科学基金后期资助项目“教学论发展的文化审视与理论建构”(14FJK004)的部分研究成果
【分类号】：G424

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