少即是多：教学内容设计的新理念

发布时间：2019-02-15 10:48

【摘要】：在教育领域,虽然近些年来出现了新加坡“少教多学”的教育改革以及芬兰“少即是多”的教育现象,但总体来讲,对“少即是多”理念在教学中应用的探讨还很是欠缺。而课堂教学中存在的形式化、碎片化、简单化以及快餐化的现象更是带来了教学效率低下、学生发展滞后等各方面的问题。针对这些不足,本文以教学内容设计为关注点,系统地研究了 “少即是多”理念的内涵、价值及其在教学内容设计中的应用和实施。在分析和综合前人研究的基础上,本文首先对“教学内容”、“教学内容设计”以及“少即是多”这三个概念进行了概念界定,继而笔者从“精致的少”、“核心的少”以及“开放的少”这三个层面阐释了教学内容设计“少即是多”理念的内涵,强调教师要精简教学内容,并以一种促进学生思维发展的方式展开课堂教学。最后,笔者以“'少'即是'多' ”,即“少”可以产生“多”的价值这一观点对第一章的内容进行了总结,指出“少即是多”理念的实现必须建立在教学内容数量“少”的基础之上。基于以上分析,本文结合具体案例论述了“少即是多”理念在教学内容设计中应用的价值和必要性。在实践中,笔者通过课堂观察和访谈发现,教师的教学内容设计存在着精简不够、深度不够以及核心把握不好和缺乏开放性等诸多问题,导致学生的积极性和创造性得不到释放,极大地影响了课堂教学的效果。而在理论上,本文认为“少即是多”理念可以有效提高课堂教学效率、提升教学效果,不仅在学生的创造性思维能力、高阶思维能力和核心素养的发展中具有一定的积极作用,而且可以在很大程度上唤起教师的课程意识,促进教师的专业发展。最后,本文从宏观和微观两个层面对“少即是多”理念的实现策略进行了探讨。就宏观层面而言,笔者认为学校和整个教育系统需要给予教师更多的自由和自主,并适当调整目前的教育评价机制,让教师有时间、有意愿、有权利去进行优质的教学内容设计,为“少即是多”理念在教学内容设计上的应用提供条件。而在微观层面,教师可以通过精简课堂教学目标、舍弃零碎知识点来实现教学内容设计的精简;通过做到充足的阅读、进行反思性理解以及把握学科思维模式的方法,保证教学内容设计的深度和精致性;通过为学生提供安全的课堂学习环境、给予学生自主学习的机会并进行整体性教学来保证课堂教学的开放性。
[Abstract]:In the field of education, although in recent years there has been the educational reform of "less teaching and more learning" in Singapore and the phenomenon of "less is more" in Finland, generally speaking, the discussion on the application of "less is more" in teaching is still lacking. However, the phenomena of formalization, fragmentation, simplification and fast food in classroom teaching have brought many problems, such as low teaching efficiency and lagged development of students. Aiming at these shortcomings, this paper focuses on the design of teaching content and systematically studies the connotation, value, application and implementation of the concept of "less is more". On the basis of analyzing and synthesizing the previous studies, this paper first defines the three concepts of "teaching content", "teaching content design" and "less is more". The three aspects of "less of the core" and "less of openness" explain the connotation of the concept of "less is more" in the design of teaching content, and emphasize that teachers should streamline the teaching content and launch classroom teaching in a way that promotes the development of students' thinking. Finally, the author summarizes the content of the first chapter with the viewpoint that "less" is "more", that is, "less" can produce "more" value. It is pointed out that the realization of the concept of "less is more" must be based on the quantity of teaching content. Based on the above analysis, this paper discusses the value and necessity of the application of the concept of "less is more" in the design of teaching content. In practice, through classroom observation and interviews, the author finds that there are many problems in the design of teachers' teaching content, such as insufficient simplification, insufficient depth, poor grasp of the core, lack of openness, and so on. As a result, students' enthusiasm and creativity can not be released, which greatly affects the effect of classroom teaching. In theory, this paper holds that the concept of "less is more" can effectively improve the efficiency of classroom teaching and improve the teaching effect, which not only plays a positive role in the development of students' creative thinking ability, high-order thinking ability and core accomplishment. And can arouse the teacher's curriculum consciousness to a great extent, promote teacher's professional development. Finally, this paper discusses the realization strategy of "less is more" from macro and micro levels. On the macro level, the author thinks that schools and the whole education system need to give teachers more freedom and autonomy, and adjust the current educational evaluation mechanism appropriately, so that teachers can have time and will. It has the right to carry on the high quality teaching content design, which provides the condition for the application of the concept of "less is more" in the teaching content design. At the micro level, teachers can simplify the design of teaching content by streamlining the teaching objectives and abandoning the scattered knowledge points. To ensure the depth and delicacy of the design of the teaching content through sufficient reading, reflective understanding and the method of grasping the thinking mode of the subject; By providing students with a safe classroom learning environment, giving students the opportunity to learn independently and teaching as a whole, the openness of classroom teaching can be ensured.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G420

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