英文摘要 |
While teaching has been widely taken as a content-bounded conception in the histoty of education, with the rapid change of the status of students and the nature of knowledge , teaching is now regarded, at least by state level educational authorities , as a temporal-spatial conception , a meltingpot which is capable of integrating various and grooving demands of the society into productive and powerful characters of the new generation. Integrative design of teaching thus become a trend of educational reform and a demanding task of teachers. Based on a short historical analysis of the development of teaching, the author outlines seven ‘formal elements’ of teaching which may be used as ‘ melters ’ in class, that is, presentation, explanation, demonstration, tasking, guidance, summary, and homework. As for the ‘raw materials’ which may be integrated into a lesson, the author argues that, the notion of ‘content’ in teaching actually has at least four different traditions which respectively contributes to four layers of current conception of ‘content’ : It may be treated as a piece of or a part of value, substance, style, or action. A cross-table based on these two dimensions (seven formal elements of teaching and four layers of content) is then given as a tool of integrative design , with a short discussion of the differences between this cross-table and that of Tyler-Anderon’s.
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