论多样综合的教学模式及其创生

发布时间：2018-07-07 11:06

本文选题：教学 + 教学模式　；参考：《当代教育科学》2017年03期

【摘要】：教学模式是相对稳定的范型式教学结构,具有工具、二重、整合等特性。理想的教学模式理应、也必须是多样综合的。多样综合教学模式观的确立不仅为我们创生与使用教学模式指明了方向,同时亦提醒人们教学模式"万能论"与"唯一论"是不妥的。多样综合教学模式之生成逻辑是先丰富教学模式以使其多样化,再根据教学目的、原理等博采众长、创造性地整合生成。今后一段时间,我们要立足古今中外去发掘教学模式之原型,积极开展教学实验去自主创新、验证完善教学模式之体系。此外,还有必要对教师进行赋权增能,以使其在教学实践中既有权力又有能力去实现多样综合。
[Abstract]:The teaching mode is a relatively stable model teaching structure, with the characteristics of tool, double, integration and so on. The ideal teaching mode should and must be diverse and comprehensive. The establishment of various comprehensive teaching models not only points out the direction for us to create and use the teaching model, but also reminds people that the "omnipotent theory" and "unique theory" of the teaching mode are inappropriate. The generative logic of various comprehensive teaching models is to enrich the teaching models first in order to make them diversified, and then according to the teaching purpose and principle, to integrate them creatively and creatively. For some time from now on, we should explore the prototype of teaching mode based on ancient and modern times, develop teaching experiment to innovate independently, and verify and perfect the system of teaching model. In addition, it is necessary to empower and empower teachers so that they have both power and ability to achieve diversity and integration in teaching practice.
【作者单位】：首都师范大学首都基础教育发展研究院;
【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) 北京市教育科学“十二五”规划重点课题“信息化条件下北京市中小学学生学习方式变革实验研究(编号:ABA14010)的研究成果之一
【分类号】：G420

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