CAJ | 학술논문

聚焦思维结构的智力理论不仅为各种教学理论提供了心理学依据,而且能够有效指导课堂教学实践。根据思维结构模型,课堂教学中要做到如下几点：第一,明确课堂教学目标,制定课堂教学规划;第二,突出知识形成过程,注重各种方法教育;第三,重视联系已有经验,体现认知建构思想;第四,激发非智力因素,推动学生主动学习;第五,培养思维品质,提高思维能力;第六,监控课堂教学,注重师生反思;第七,创设教学情景,促进学生思维;第八,建构学科能力,发展多元智力;第九,重视师生作用,平衡师生关系。
취초사유결구적지력이론불부위각충교학이론제공료심이학의거,이차능구유효지도과당교학실천。근거사유결구모형,과당교학중요주도여하궤점：제일,명학과당교학목표,제정과당교학규화;제이,돌출지식형성과정,주중각충방법교육;제삼,중시련계이유경험,체현인지건구사상;제사,격발비지력인소,추동학생주동학습;제오,배양사유품질,제고사유능력;제륙,감공과당교학,주중사생반사;제칠,창설교학정경,촉진학생사유;제팔,건구학과능력,발전다원지력;제구,중시사생작용,평형사생관계。
The intelligence theory which focues on the thinking structure not only provides psychological basis for a variety of teaching theories, but also guides the practice of classroom teaching effectively. According to the thinking structural model, classroom teaching should do as follows： first, having the clear teaching objectives and working out the teaching plans; second, highlighting the process of knowledge formation and teaching of various methods; third, linking with the gained experience and reflecting the cognitive construction ideas; fourth, stimulating nonintelligence factors and motivating students to learn actively; fifth, cultivating the quality of thinking and improving thinking ability; sixth, monitoring classroom teaching and emphasizing reflection of teacher and students; seventh, creating the teaching scenario and promoting students＇ thinking; eighth, constructing subject abilities and developing their multiple intelligences; ninth, attaching importance to the role of teacher and students and balancing teacher-student relationship.