天津师范大学学报（基础教育版）
天津師範大學學報（基礎教育版）
천진사범대학학보（기출교육판）
Journal of Tianjin Normal University(Elementary Education Edition)
2015年
4期
1-5
,共5页
教学范式%定型化教学%情境化教学
教學範式%定型化教學%情境化教學
교학범식%정형화교학%정경화교학
teaching paradigm%stereotyped teaching%situational teaching
从定型化教学向情境化教学的转变成为新课程改革中教学范式转型的重要标志. 这种范式转型是由新课程改革的推进、新教学理论的支撑和新科学技术的支持等共同促成的. 定型化教学具有以教定学、程式固定、讲授为主、情境单一、成果定型等特征;情境化教学则具有以学定教、教学生成、活动主导、情境多样、成果多元等特征. 情境化教学的实施要把握以下几点:注重情境创设、在情境中教学、依据情境教学、注重教学生成、注意教学限制.
從定型化教學嚮情境化教學的轉變成為新課程改革中教學範式轉型的重要標誌. 這種範式轉型是由新課程改革的推進、新教學理論的支撐和新科學技術的支持等共同促成的. 定型化教學具有以教定學、程式固定、講授為主、情境單一、成果定型等特徵;情境化教學則具有以學定教、教學生成、活動主導、情境多樣、成果多元等特徵. 情境化教學的實施要把握以下幾點:註重情境創設、在情境中教學、依據情境教學、註重教學生成、註意教學限製.
종정형화교학향정경화교학적전변성위신과정개혁중교학범식전형적중요표지. 저충범식전형시유신과정개혁적추진、신교학이론적지탱화신과학기술적지지등공동촉성적. 정형화교학구유이교정학、정식고정、강수위주、정경단일、성과정형등특정;정경화교학칙구유이학정교、교학생성、활동주도、정경다양、성과다원등특정. 정경화교학적실시요파악이하궤점:주중정경창설、재정경중교학、의거정경교학、주중교학생성、주의교학한제.
Under the new curriculum reform, it is the significant symbol that the teaching paradigm has changed from the stereotyped teaching to the situational teaching.The new curriculum reform, the support of new teaching theory and the support of new science and technology are the reasons of the transformation of the para-digm.The characteristics of stereotyped teaching are to teach to learn, fixed program, teaching primarily, situa-tional singleness, and achievement stereotype.While the characteristics of situational teaching are to learn to teach, teaching generation, activity leading, situational diversity, and multiple results.The implementation of sit-uational teaching should grasp the following points:paying attention to situation design, teaching in the situation, teaching based on situation, paying attention to the teaching generation, and paying attention to teaching restric-tions.
