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篇名 教学的融合设计
並列篇名 Integrative Design of Teaching
作者 王建军(WANG Jian-jun)
中文摘要 现时代学校教育之“人的对象” “物的对象” 及其所在、所对、所为的社会背景的深刻变化,使“教学”逐渐从传统的“内容概念” 转向“时空概念”,从而使融合成为教学的内在要求。在厘析了呈现、讲解、示范、任务、指导、总结和作业等“教学形式要素”,并区分了价值、内容、方式和行动等“物的对象层次”的基础上,本文给出了一个二维交叉框架,作为学科内部多层次融合设计或跨学科的融合设计的基本思路。
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.
頁次 005-027
關鍵詞 教学传统 教学改革 教学设计 五育融合 teaching tradition educational reform instructional design integrative five-dimension education
卷期 18:6
日期 202112
刊名 基礎教育
出版單位 華東師範大學
DOI 10.3969/j.issn.1005-2232.2021.06.001