“先学后教”的多重解读和理性审视

发布时间：2019-04-29 12:06

【摘要】：基于对"先学后教"三十年的文献的梳理及比较研究,分别从新课程角度、心理学角度、信息技术角度分析"先学后教"的意蕴、机制与发展。"先学后教"教学模式是在教学实践中经过几十年的实验与研究摸索出来的一种教学模式,它的提出、应用及研究极大地推动了我国基础教育向纵深方向改革,改变了我国实际教学照搬西方教学模式的窘境。但其缺乏理论的构建与论证,科学性还有待进一步研究,实践中也存在一些问题。应深化"先学后教"教学模式的理论研究,积极吸取教育学、心理学及方法论的研究成果,拓宽研究理论来源的渠道,丰富理论研究的方法。
[Abstract]:Based on a comparative study of the literature of "Learning first and then teaching" for 30 years, this paper analyzes the implication, mechanism and development of "learning before teaching" from the angle of new curriculum, psychology and information technology respectively. " The teaching mode of "study first and teach" is a kind of teaching mode which has been groped out after decades of experiment and research in teaching practice. Its proposal, application and research have greatly promoted the reform of basic education in the direction of depth and depth in our country. It has changed the dilemma of copying the western teaching mode in the actual teaching of our country. However, its lack of theoretical construction and demonstration, scientific research needs to be further studied, there are also some problems in practice. We should deepen the theoretical research on the teaching mode of "learning first and then teach", actively absorb the research results of pedagogy, psychology and methodology, widen the channels of studying theoretical sources, and enrich the methods of theoretical research.
【作者单位】：山东师范大学数学科学学院;
【基金】：全国教育科学“十二五”规划课题“数学史应用于数学教育的方法论研究”(DHA130273) 中国学位与研究生教育学会课题“全日制教育硕士(数学)专业学位研究生课程教学创新体系建设研究”(2015Y0502) 山东师范大学教育硕士示范课程“中小学数学课程与教材分析”的成果之一
【分类号】：G424

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