科教文汇
科教文彙
과교문회
EDUCATION SCIENCE & CULTURE MAGAZINE
2014年
26期
37-38,47
,共3页
中国哲学史%教学效率%课堂氛围
中國哲學史%教學效率%課堂氛圍
중국철학사%교학효솔%과당분위
history of Chinese philosophy%teaching efficiency%classroom atmosphere
在课堂教学活动中，教师是传授知识的主体，而学生则是接受知识的主体。因此，教师在探索提高课堂教学效率的具体方法和途径的过程中，不但要意识到自己的主体性地位，还要充分考虑和尊重学生的主体性地位。本文即是从师生互为主体的角度探索提高“中国哲学史”课堂教学效率的方法。
在課堂教學活動中，教師是傳授知識的主體，而學生則是接受知識的主體。因此，教師在探索提高課堂教學效率的具體方法和途徑的過程中，不但要意識到自己的主體性地位，還要充分攷慮和尊重學生的主體性地位。本文即是從師生互為主體的角度探索提高“中國哲學史”課堂教學效率的方法。
재과당교학활동중，교사시전수지식적주체，이학생칙시접수지식적주체。인차，교사재탐색제고과당교학효솔적구체방법화도경적과정중，불단요의식도자기적주체성지위，환요충분고필화존중학생적주체성지위。본문즉시종사생호위주체적각도탐색제고“중국철학사”과당교학효솔적방법。
In classroom teaching activities, the teacher is the sub-ject of imparting knowledge, while students are the subject of re-ceiving knowledge. Therefore, in the exploration of the specific methods and ways of improving classroom teaching efficiency, the teacher should not only realize his own subjective role, but also fully consider and respect students' subject role. This paper is an attempt to explore the improvement of the classroom teaching ef-ficiency of"History of Chinese Philosophy"from the perspective of both the teacher and students' subjective role.
