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课程观决定教学观,决定教学改革的深度和广度。当课程由封闭走向开放、由专家研制走向教师开发、由学科内容走向学生经验的时候,课程就不只是“文本课程”,而更是“体验课程”。每一位教师、每一位学生对给定的内容都有其自身的理解与解读,从而对其不断进行变革与创新,不断转化为“自己的课程”。这样,教学就不只是课程传递和执行的过程,而是课程创生与开发的过程,课程也由此变成一种动态的、生长性的“生态系统”和完整文化,教学改革由此真正进入教育的内核,成为课程改革与发展的能动力量,成为教师与学生追寻主体性、获得解放与自由的过程。确立了这一课程资源意识后,自然能意识到课程资源无处不在,因此就能强化“课堂在创生新资源”的认识,把学生在课堂活动中的状态都作为教学过程中的生成性资源。
Curriculum concept decides the teaching concept and determines the depth and breadth of teaching reform. When the curriculum from closed to open, developed by experts to teacher development, from the subject content to the student experience, the curriculum is not just “text course”, but more “experience course.” Each teacher and every student has their own understanding and interpretation of a given content, so as to continuously transform and innovate them into “own curriculum”. In this way, teaching is not only the process of curriculum delivery and implementation, but the course of curriculum creation and development. The curriculum also becomes a dynamic and growing “ecosystem” and a complete culture, so the teaching reform is truly Into the core of education, become the dynamic force of curriculum reform and development, as teachers and students pursue subjectivity, the process of liberation and freedom. Having established the resource awareness of this course, we can naturally realize that the curriculum resources are ubiquitous, so we can reinforce our understanding of “creating new resources in the classroom” and regard the students' status in classroom activities as the productive process in the teaching process Resources.