CAJ | 학술논문

布鲁纳的学科结构理论主张编制螺旋式课程,倡导结构教学、早期教学和发现教学法,使学生的学习符合知识获得、转换和评价规律,以生成完善的认知结构.这些观点启示我们在语文课程设计中将语文学科的基本结构置于中心,注重语文课程形态的多元选择,促进语文课程三维目标整体达成;在语文教学设计中确立难度适宜的目标,厘定结构清晰的内容,关注发现法教学模式.唯其如此,才能促进语文课程有效创生,语文课堂充满反思与创造,师生充满生命的活力.
포로납적학과결구이론주장편제라선식과정,창도결구교학、조기교학화발현교학법,사학생적학습부합지식획득、전환화평개규률,이생성완선적인지결구.저사관점계시아문재어문과정설계중장어문학과적기본결구치우중심,주중어문과정형태적다원선택,촉진어문과정삼유목표정체체성;재어문교학설계중학립난도괄의적목표,전정결구청석적내용,관주발현법교학모식.유기여차,재능촉진어문과정유효창생,어문과당충만반사여창조,사생충만생명적활력.
Bruner's theory of the subject structure advocates spiral curriculum, structure instruction, early teaching and discovery teaching method so that students’ learning accords with the laws of knowledge acquisition, knowledge conversion and knowledge evaluation to generate perfect cognitive structure. It suggests that the basic structure of Chinese subject be the core of the curriculum design, with focus on diversified choices of Chinese curriculum forms, to promote three-dimensional achievement of Chinese curriculum objectives. It also reveals that proper goals be set in designing Chinese instruction, well-structured teaching contents, and much-concerned mode of discovery instruction. This can promote the shape of efficient Chinese curriculum, introspective and creative Chinese class, and actively interactive teachers and students.