和谐课堂教学的构建及策略研究
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摘要
当前我国的课堂教学受传统教学的影响,过多地凸显教师在教学过程中的主导性,教师主宰一切,忽视了学生的主体性、自主性和创造性,使“教”与“学”严重地失去了平衡,处于不和谐的状态,教师因之而厌教、学生因之而厌学,课堂教学难以达到最优的教学效果。文章通过研究和谐课堂教学的构建及策略,寻找使“教”与“学”达到和谐统一的途径,让教师快乐地教,学生快乐地学。
和谐课堂教学的构建以剖析传统课堂教学的局限性为前提,以构建社会主义和谐社会为社会背景,以实施新课程为时代背景而提出。通过对和谐、和谐教学、和谐课堂这些相关的基本概念加以梳理,指出和谐课堂教学是指按照学生的认知特点和身心发展的基本规律,调控课堂教学中的各种要素(如:教学的目标、内容、方法、手段等)之间的关系,使之达到协调、配合与多样性的统一,使教学的节奏符合学生发展的节奏,“教”与“学”产生谐振效应,从而提高课堂教学质量,减轻学生负担,使学生得到全面、和谐、充分的发展。和谐课堂教学除了具有“井然有序,充满活力;积极主动,优质高效;民主公平,尊重差异;参与合作,共同发展。”的基本特征外,还具有主导与主体相统一、科学性与艺术性相统一、合作学习与独立思考相统一、接受学习与探究学习相统一、预设与生成相统一的特征。
和谐课堂教学的构建有其理论依据,即:哲学基础、心理学基础、多元智能理论、建构主义学习理论、马斯洛的需要层次理论、和谐教育理论。和谐课堂教学的构建应遵循以人为本原则、整体性原则、发展性原则、革新性原则、互动性原则。阐述了和谐课堂教学的构建背景、理论基础和构建原则后,最终落脚于和谐课堂教学的构建策略。和谐课堂教学的构建策略是全文的重中之重,培养和谐课堂教学的意识,这是其必要前提;建立和谐的课堂人际关系是其灵魂;创设和谐的课堂教学环境是其基本要求;建立和谐的“教”与“学”关系是其根本目的;最后,建立和谐的课堂教学评价体系其根本保障。
At present, the classroom teaching and learning of our country influenced by traditional teaching, highlights teachers' leading factor in teaching too much. The teachers control all, they have neglected students' entity, independency and creativity, which causes "teaching" and "learning" to lost balanced seriously, in the disharmonious condition. Because of it, teachers are tired of teaching, students are tire of learning, the classroom teaching and learning achieves the most superior teaching effect with difficulty. The article through researching harmonious classroom teaching and learning's construction and the strategies, seeks the way to make "teaching" and "learning" harmonious, lets teachers teach joyfully, students learn joyfully.
The harmonious classroom teaching and learning's construction takes analyzing the tradition classroom teaching and learning's limitation as a premise, takes constructing the socialism harmonious society as social background, takes implementing new curriculum reform as time background. Through combing harmony, harmonious teaching and learning, harmonious classroom these related basic concepts, points out that the harmonious classroom teaching and learning is that according to students' cognition characteristic and the body and mind development basic rule, regulates relations between each kind of essential factors (for example: the teaching goal, content, method, means and so on) in classroom instruction, makes them coordinated, coordination and multiple unifications, causes the teaching rhythm to conform to the rhythm which the student develops, "teaching" and "learning" have the resonance effect, thus improves the classroom instruction quality, reduces the students' burden, enables the students to obtain comprehensive, harmonious, full development.
The harmonious classroom teaching and learning's construction has its theory basis, namely: philosophy basis, psychology basis, multi-dimensional intelligent theory, construction principle theory of learning, Masiluo need level theory, harmonious education theory. The harmonious classroom teaching and learning's construction should follow the humanist principle, the integrity principle, the expansibility principle, the poverty principle, the interactive principle. After elaborating harmonious classroom teaching and learning construction background, theory basis and construction principle, stops over finally in the harmonious classroom teaching and learning construction strategies. The harmonious classroom teaching and learning's construction strategies are the most important part, raises the harmonious classroom teaching and learning consciousness, this is its prerequisite; Establishing the harmonious classroom interpersonal relationships is its soul; Establishing the harmonious classroom instruction environment is its essential requirements; Establishing harmonious the relations between "teaching" and "learning" is its primary purpose; Finally, establishing harmonious classroom instruction appraisal system is its basic safeguard.
和谐课堂教学的构建以剖析传统课堂教学的局限性为前提,以构建社会主义和谐社会为社会背景,以实施新课程为时代背景而提出。通过对和谐、和谐教学、和谐课堂这些相关的基本概念加以梳理,指出和谐课堂教学是指按照学生的认知特点和身心发展的基本规律,调控课堂教学中的各种要素(如:教学的目标、内容、方法、手段等)之间的关系,使之达到协调、配合与多样性的统一,使教学的节奏符合学生发展的节奏,“教”与“学”产生谐振效应,从而提高课堂教学质量,减轻学生负担,使学生得到全面、和谐、充分的发展。和谐课堂教学除了具有“井然有序,充满活力;积极主动,优质高效;民主公平,尊重差异;参与合作,共同发展。”的基本特征外,还具有主导与主体相统一、科学性与艺术性相统一、合作学习与独立思考相统一、接受学习与探究学习相统一、预设与生成相统一的特征。
和谐课堂教学的构建有其理论依据,即:哲学基础、心理学基础、多元智能理论、建构主义学习理论、马斯洛的需要层次理论、和谐教育理论。和谐课堂教学的构建应遵循以人为本原则、整体性原则、发展性原则、革新性原则、互动性原则。阐述了和谐课堂教学的构建背景、理论基础和构建原则后,最终落脚于和谐课堂教学的构建策略。和谐课堂教学的构建策略是全文的重中之重,培养和谐课堂教学的意识,这是其必要前提;建立和谐的课堂人际关系是其灵魂;创设和谐的课堂教学环境是其基本要求;建立和谐的“教”与“学”关系是其根本目的;最后,建立和谐的课堂教学评价体系其根本保障。
At present, the classroom teaching and learning of our country influenced by traditional teaching, highlights teachers' leading factor in teaching too much. The teachers control all, they have neglected students' entity, independency and creativity, which causes "teaching" and "learning" to lost balanced seriously, in the disharmonious condition. Because of it, teachers are tired of teaching, students are tire of learning, the classroom teaching and learning achieves the most superior teaching effect with difficulty. The article through researching harmonious classroom teaching and learning's construction and the strategies, seeks the way to make "teaching" and "learning" harmonious, lets teachers teach joyfully, students learn joyfully.
The harmonious classroom teaching and learning's construction takes analyzing the tradition classroom teaching and learning's limitation as a premise, takes constructing the socialism harmonious society as social background, takes implementing new curriculum reform as time background. Through combing harmony, harmonious teaching and learning, harmonious classroom these related basic concepts, points out that the harmonious classroom teaching and learning is that according to students' cognition characteristic and the body and mind development basic rule, regulates relations between each kind of essential factors (for example: the teaching goal, content, method, means and so on) in classroom instruction, makes them coordinated, coordination and multiple unifications, causes the teaching rhythm to conform to the rhythm which the student develops, "teaching" and "learning" have the resonance effect, thus improves the classroom instruction quality, reduces the students' burden, enables the students to obtain comprehensive, harmonious, full development.
The harmonious classroom teaching and learning's construction has its theory basis, namely: philosophy basis, psychology basis, multi-dimensional intelligent theory, construction principle theory of learning, Masiluo need level theory, harmonious education theory. The harmonious classroom teaching and learning's construction should follow the humanist principle, the integrity principle, the expansibility principle, the poverty principle, the interactive principle. After elaborating harmonious classroom teaching and learning construction background, theory basis and construction principle, stops over finally in the harmonious classroom teaching and learning construction strategies. The harmonious classroom teaching and learning's construction strategies are the most important part, raises the harmonious classroom teaching and learning consciousness, this is its prerequisite; Establishing the harmonious classroom interpersonal relationships is its soul; Establishing the harmonious classroom instruction environment is its essential requirements; Establishing harmonious the relations between "teaching" and "learning" is its primary purpose; Finally, establishing harmonious classroom instruction appraisal system is its basic safeguard.
引文
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[8]赵小英.中学语文课堂教学中的和谐教学[D].湖南师范大学,2006:10.
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[1]熊梅,脱中菲.和谐课堂教学的几点思考[J].中国教育学刊,2006,(7):55.
[1]杨连全.构建和谐的小学数学课堂[J].吉林教育,2006,(12):46.
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[12][美]韦伯著,国家基础教育课程改革“促进教师发展与学生成长的评价研究” 项目组译.有效的学生评价[M].北京:北京中国轻工业出版社,2003.27-35.
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[14]Fullan,M.& Hargreaves,A.(Eds.)Teacher Development and Educational Change.London & Washington,D.C.:Falemer Press.1992.
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[1]马恩瑜,多吉次仁.试论西方社会发展思想中的“和谐”思想研究[J].长江论坛,2005,(6):52.
[2]同上,53.
[3]同上,53.
[4]潘震,邢海龙.孔子和谐思想探析[J].商业经济,2005,(10):6.
[5]杜红琴.中国传统和谐思想与大学生思想政治教育[J].凯里学院学报,2007,(1):93.
[6]张兆坤.和谐教学论[D].山东师范大学,2006:14.
[7]孙伟.论和谐教育观[D].东北师范大学,2006:11.
[8]赵小英.中学语文课堂教学中的和谐教学[D].湖南师范大学,2006:10.
[1]王敏勤.和谐教学概论[M].北京:中国物价出版社,1996.1.
[2]苏立云.构建和谐课堂师生共同成长[J].湘潭师范学院学报(社会科学版),2007,(1):174.
[1]熊梅,脱中菲.和谐课堂教学的几点思考[J].中国教育学刊,2006,(7):55.
[1]杨连全.构建和谐的小学数学课堂[J].吉林教育,2006,(12):46.
[1][美]霍华德·加德纳著,沈致隆译.多元智能[M].北京:新华出版社,1999.40.
[1][捷]夸美纽斯.大教学论[M].北京:教育科学出版社,1999.34.
[1]唐继宏.和谐教育与教育和谐[J].江苏教育学院学报(社会科学版),2006(5):2.
[1]袁振国.教育管理大辞典第1卷[M].北京:中国科技文化出版社,2004:224.
[1]王文生.教育改革与创新[M].济南:山东大学出版社,2006.151.
[1]课程改革简明读本.基础教育课程改革教师培训教学研究组[M].北京:首都师范大学出版社,2001.170.
[1]王敏勤.王敏勤与和谐教学[M].北京:国际文化出版公司,2003.14-99.
[2]王敏勤.和谐教学概论[M].北京:中国物价出版社,1996.1-15.
[3]李秉德.教学论[M].北京:人民教育出版社,2001.109-143.
[4]北京市海淀区教育编.和谐教育[M].北京:北京师范大学出版社,1993.39-53.
[5]袁振国.当代教育学[M].北京:教育科学出版社,2004.82-101.
[6]刘合群.现代教学论新稿[M].武汉:武汉大学出版社,2004.10-87.
[7]皮连生.学与教的心理学[M].上海:华东师范大学出版社,1997.271-274.
[8][美]霍华德.加德纳著,沈致隆译.多元智能[M].北京:新华出版社,1999.3-14.
[9]黄甫全.新课程中的教师角色与教师培训[M].北京:人民教育出版社,2003.50-120.
[10]章叶英,张毓人.和谐课堂构建与氛围营造[M].北京:华龄出版社,2006.71-114.
[11]章叶英,张毓人.和谐课堂教学评价与实例[M].北京:华龄出版社,2006.34-73.
[12][美]韦伯著,国家基础教育课程改革“促进教师发展与学生成长的评价研究” 项目组译.有效的学生评价[M].北京:北京中国轻工业出版社,2003.27-35.
[13]Tyler,R.W..Basic Principles of Curriculum and Instruction[M].Chicago:The University of Chicago Press,1949.
[14]Fullan,M.& Hargreaves,A.(Eds.)Teacher Development and Educational Change.London & Washington,D.C.:Falemer Press.1992.
[1]张兆坤.和谐教学论[D].山东师范大学,2006.
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