體驗區
|
| 篇名 |
对话教学：为思维而教
|
| 並列篇名 |
Dialogue Teaching：Teaching for Thinking
|
| 作者 |
吕星宇
|
| 中文摘要 |
思维的价值需要教学的指导，才能充分实现其机能。然而传统教学以内容为中心，是一片思维教学的荒芜地。其根源在于混淆了作为思维结果的逻辑与作为思维过程的逻辑的区别。教学对话是一项为思考而教学的手段，教学对话的核心是有效提问。有效提问指问题既囊括内容又明确提示我们希望学生执行的某种特定的心理操作，用来推动和引导学生回答问题时的思考进程。同时，有效提问还指教师针对学生的回答进行穷追不舍地追问，要求学生通过反思自己的初始回答来解释、验证和支持自己的所思所想。
|
| 英文摘要 |
The value of thinking cannot automatically become reality；it needs education’s instruction to fully realize its function. However, the traditional teaching takes the content as the center, leaving thinking aside. Its root lies in the confusing of the difference of the logic of process and result of thinking. The dialogue is a way of teaching for thinking, the core of which is the effective inquiry. The effective inquiry is that the question does not only include the content, but also include some kind of specific psychological operation which is supposed to guide and facilitate the thinking process of the student when they answer the questions. Meanwhile, the effective inquiry means that teacher asks question basing on student’s reply. Student is required to reconsider his former answer to explain, confirm and support his own thinking.
|
| 頁次 |
31-35
|
| 關鍵詞 |
effective inquiry
、dialogue teaching
、thinking
、teaching theory
、有效提问
、对话教学
、思维
、教学理论
、CSSCI
|
| 卷期 |
4:3
|
| 日期 |
200806
|
| 刊名 |
教育學報
|
| 出版單位 |
北京師範大學
|
|
相關文獻 :
客服信箱