中学语文课堂教学预设与生成辩证关系研究
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摘要
课堂教学是教育工作者的最主要阵地,是学生获得知识的最佳途径,也是教师与学生思想交流的最有效方式。课堂教学效果的高下关系到学生知识的获得、能力的提高、思维的发展等等方面,即为影响学生的成长。而随着时代的发展,“现代社会要求公民具有良好的人文素养和科学素养,具备创新精神、合作意识和开放的视野”(《全日制义务教育语文课程标准(实验稿)》),这样的现实就要求教育要进行改革。语文作为一门典型的人文学科,在课程改革中更是受到加倍的关注。而传统的行为主义思想指导下的重预设式语文课堂已严重阻碍了语文教育的创新与发展,生成这一因素被教育研究者提到了新课改中。本文通过文献和实践的分析,试图理清预设与生成的关系,并在语文学科的独特性的基础上,对语文教师如何提高自己能更好地处理好语文课堂上预设与生成这一矛盾统一体做了阐述。
全文共分为五个部分:第一部分从中外的教育理论入手,阐明了预设与生成的理论依据;第二部分探讨了预设与生成的关系;第三部分论述了语文学科的独特之处;第四部分以三个教学案例为本源,展示了不同程度的老师的真实课堂实录;第五部分是在以上的基础之上为语文教师提出了相应的对策建议。
Classroom teaching, the main method of education and the best access to knowledge for the students, is the most effective way for the teacher to hold communion with students. The growth of students is influenced by classroom teaching effect which is related to theirs access to knowledge, absorbing ability and development of their ideas, etc. But with the development of the times, "modern social require that citizens have good humane quality and scientific literacy, with innovative spirit, cooperation consciousness and open views," which is more education to reform. Chinese, as traditional humanities, has got more attention in the curriculum reformation. The innovation and development of Chinese education are blocked by Chinese classroom set up in advanced and directed by traditional behaviorism idea. So, it is involved in the lesson reformation leading by the education researcher. The relation between set up in advance and creation will be studied and the method to improve Chinese teacher’s ability to resolve the contradiction between set up in advance and creation in Chinese classroom will be explained.
There are five parts in this text. The theory between set up in advance and creation will be explained by domestic and foreign education theory in the first part. The relation between set up in advance and creation will be discussed in the second part. The special character of Chinese will be analyzed in the third part. The real classroom example by teachers in different levels will be revealed by three teaching case in the fourth part. Countermeasure and suggestion will be offered to Chinese teacher based on the theory stated above in the last part.
全文共分为五个部分:第一部分从中外的教育理论入手,阐明了预设与生成的理论依据;第二部分探讨了预设与生成的关系;第三部分论述了语文学科的独特之处;第四部分以三个教学案例为本源,展示了不同程度的老师的真实课堂实录;第五部分是在以上的基础之上为语文教师提出了相应的对策建议。
Classroom teaching, the main method of education and the best access to knowledge for the students, is the most effective way for the teacher to hold communion with students. The growth of students is influenced by classroom teaching effect which is related to theirs access to knowledge, absorbing ability and development of their ideas, etc. But with the development of the times, "modern social require that citizens have good humane quality and scientific literacy, with innovative spirit, cooperation consciousness and open views," which is more education to reform. Chinese, as traditional humanities, has got more attention in the curriculum reformation. The innovation and development of Chinese education are blocked by Chinese classroom set up in advanced and directed by traditional behaviorism idea. So, it is involved in the lesson reformation leading by the education researcher. The relation between set up in advance and creation will be studied and the method to improve Chinese teacher’s ability to resolve the contradiction between set up in advance and creation in Chinese classroom will be explained.
There are five parts in this text. The theory between set up in advance and creation will be explained by domestic and foreign education theory in the first part. The relation between set up in advance and creation will be discussed in the second part. The special character of Chinese will be analyzed in the third part. The real classroom example by teachers in different levels will be revealed by three teaching case in the fourth part. Countermeasure and suggestion will be offered to Chinese teacher based on the theory stated above in the last part.
引文
①莱斯利.P.斯特弗杰里.盖尔主编.教育中的建构主义[M].上海:华东师范大学出版社,2002.1.
②莱斯利..P.斯特弗杰里.盖尔主编.教育中的建构主义[M].上海:华东师范大学出版社,2002.总序9.
①倪文锦.高中语文新课程教学法[M].北京:高等教育出版社,2004.312.
①胡庆芳,贺永旺等.精彩课堂的预设与生成[M].北京:教育科学出版社,2007.15.
①胡庆芳,贺永旺等.精彩课堂的预设与生成[M].北京:教育科学出版社,2007.15.
①普通高中语文课程标准[M].北京:北京师范大学出版社,2003.10.
[1]杜殿坤译,苏霍姆林斯基.给教师的建议[M].北京:教育科学出版社,1988.
[2]叶澜.基础教育改革与中国教育学理论重建研究[M].北京:经济科学出版社,2009.
[3]杨九俊.教师备课新策略[M].北京:教育科学出版社,2004.
[4]胡庆芳、贺永旺、杨利华、袁菲.精彩课堂的预设与生成[M].北京:教育科学出版社,2007.
[5]陶行知.陶行知教育文集[M].北京:教育科学出版社,1980.
[6]倪文锦.高中语文新课程教学法[M].北京:高等教育出版社,2004.
[7]顾黄初.语文教育文集[M].北京:人民教育出版社,2002.
[8]张大均.教育心理学[M].北京:人民出版社,2003.
[9]钟启泉主编.课程与教学概论[M].上海:华东师范大学出版社,2004.
[10]高吉魁主编.语文新课程研究性学习[M].北京:高等教育出版社,2005.
[11]高文,徐斌艳,程可拉等译.教育中的建构主义[M].上海:华东师范大学出版社,2002.
[12]伊丽莎白·布鲁瑞克斯[M].北京:中国青年出版社,2009.
[13]孙春成.新语文课堂探究教学法[M].南京:南京师范大学出版社,2003.
[14]王丽.中学语文名篇多元解读[M].广州:广东教育出版社,2006.
[15]潘庆玉.语文教育哲学导论[M].北京:教育科学出版社,2009.
[16]王本华主编.重读张志公走进新课标[M].武汉:湖北教育出版社,2004.
[17]全国中学语文教学专业委员会.新世纪中学语文教育[M].北京:人民教育出版社,1999.
[18]孙春成.新课程语文教育随笔[M].广州:广东教育出版社,2004.
[19]方智范.语文教育与文学素养[M].广州:广东教育出版社,2005.
[20]魏本亚.语文课堂教学预设与生成的哲学思考[J].徐州师范大学学报,2007.
[21]唐海川.“预设”与“生成”成就理想的课堂[J].当代教育论坛,2009.
[22]周莹.由预设而完美,因生成而精彩[J].宁波教育学院学报,2007.
[23]苗振都.谈谈预设和生成对上好语文课的重要性[J].科学大众,2009.
[24]郭翠菊.论预设与生成并重的课堂教学目标特性[J].安阳师范学院学报,2007.
[25]潘子红.实践“预设”与“生成”的统一[J].新课程研究,2010.
[26]董黄香.语文课堂教学生成之有效性思考[J].语文教学,2009.
[27]王玉华.生成性教学的涵义与特征[J].教学论,2009.
[28]赵杏花.构建预设目标与生成性目标辩证统一的教学有效课堂[J].科学教育,2008.
[29]周延江,李文治.关注细微心理创设提问情境[J].和田师范专科学校学报,2008.
[30]窦玉坤.汉语文课堂教学法探索[J].内蒙古民族大学学报,2008.
[31]虞伟珍.教学中要让预设与生成辩证统一[J].探索者,2007.
[32]魏军,姜秀琴.解读课堂的预设与生成[J].教学与管理,2005.
[33]周鹏.课前预设的三个着力点[J].中国民族教育,2009.
[34]陈杰.建构语文教学中预设与生成的新型关系[J].上海教育科研,2005.
[35]翁光明.教学生成的方法论[J].上海教育科研,2004.
[36]杨晓茵.课堂:让“预设”与“生成”共精彩[J].科技资讯,2006.
[37]谢锦霞.课堂教学中问题的预设与生成[J].福建教育学院学报,2005.
[38]张连红.论语文教学预设与生成的和谐相融[J].职业,2009.
[39]张秀彬.浅谈语文课堂教学的预设与生成[J].漳州职业技术学院学报,2007.
[40]顾正宏.让预设与生成和谐相生[J].教育周刊,2007.
[41]连学吉.“生成性课堂”的教学案例及反思[J].宁波教育学院学报,2006.
[42]丁国琴.预设,让生成更精彩[J].教育科研论坛,2005.
[43]林玉琴.阅读教学中问题的预设与生成[J].文学教育,2009.
[44]赵翠明.在预设与生成中领悟教学:浅谈教师的教学机智[J].语文学刊,2009.
[45]陈奇斌.语文教学中引导学生探究学习的策略[J].宁波教育学院学报,2009.
[46]赵艳平.“预设-生成”互动中几个问题的案例解析[J].教学与管理,2007.
[47]郭燕.语文教学的预设与生成[J].成功教育,2007.
[48]田玉毅.语文教学应正确处理预设与生成的关系[J].中国教育研究论丛,2009.
[49]刘明芹.非预设生成-演绎不曾预约的精彩[J].生命世界,2009.
[50]陈敏.关注预设,更要“呵护”生成[J].知识经济,2010.
[51]修明晶.中学语文课堂教学中预设与生成的关系研究[D].东北师范大学,2006.
[52]陈养彪.论语文课堂教学中的预设与生成[D].江西师范大学,2006.
[53]陈松泉.论语文阅读教学的“预设”与“生成”[D].江苏大学,2007.
[54]Stenhous,L.(1975),An Introduetion to Curriculum Research and Development,London,England:Heineman
[55]See Regina Weade(1987),Curriculum Instruction:The Construction of Me—aning,Theory into Practice
[56]See Grundy,5.(1987),Curriculum:Product or Praxis?London,New York&PhiladelPhia:The Falmer
②莱斯利..P.斯特弗杰里.盖尔主编.教育中的建构主义[M].上海:华东师范大学出版社,2002.总序9.
①倪文锦.高中语文新课程教学法[M].北京:高等教育出版社,2004.312.
①胡庆芳,贺永旺等.精彩课堂的预设与生成[M].北京:教育科学出版社,2007.15.
①胡庆芳,贺永旺等.精彩课堂的预设与生成[M].北京:教育科学出版社,2007.15.
①普通高中语文课程标准[M].北京:北京师范大学出版社,2003.10.
[1]杜殿坤译,苏霍姆林斯基.给教师的建议[M].北京:教育科学出版社,1988.
[2]叶澜.基础教育改革与中国教育学理论重建研究[M].北京:经济科学出版社,2009.
[3]杨九俊.教师备课新策略[M].北京:教育科学出版社,2004.
[4]胡庆芳、贺永旺、杨利华、袁菲.精彩课堂的预设与生成[M].北京:教育科学出版社,2007.
[5]陶行知.陶行知教育文集[M].北京:教育科学出版社,1980.
[6]倪文锦.高中语文新课程教学法[M].北京:高等教育出版社,2004.
[7]顾黄初.语文教育文集[M].北京:人民教育出版社,2002.
[8]张大均.教育心理学[M].北京:人民出版社,2003.
[9]钟启泉主编.课程与教学概论[M].上海:华东师范大学出版社,2004.
[10]高吉魁主编.语文新课程研究性学习[M].北京:高等教育出版社,2005.
[11]高文,徐斌艳,程可拉等译.教育中的建构主义[M].上海:华东师范大学出版社,2002.
[12]伊丽莎白·布鲁瑞克斯[M].北京:中国青年出版社,2009.
[13]孙春成.新语文课堂探究教学法[M].南京:南京师范大学出版社,2003.
[14]王丽.中学语文名篇多元解读[M].广州:广东教育出版社,2006.
[15]潘庆玉.语文教育哲学导论[M].北京:教育科学出版社,2009.
[16]王本华主编.重读张志公走进新课标[M].武汉:湖北教育出版社,2004.
[17]全国中学语文教学专业委员会.新世纪中学语文教育[M].北京:人民教育出版社,1999.
[18]孙春成.新课程语文教育随笔[M].广州:广东教育出版社,2004.
[19]方智范.语文教育与文学素养[M].广州:广东教育出版社,2005.
[20]魏本亚.语文课堂教学预设与生成的哲学思考[J].徐州师范大学学报,2007.
[21]唐海川.“预设”与“生成”成就理想的课堂[J].当代教育论坛,2009.
[22]周莹.由预设而完美,因生成而精彩[J].宁波教育学院学报,2007.
[23]苗振都.谈谈预设和生成对上好语文课的重要性[J].科学大众,2009.
[24]郭翠菊.论预设与生成并重的课堂教学目标特性[J].安阳师范学院学报,2007.
[25]潘子红.实践“预设”与“生成”的统一[J].新课程研究,2010.
[26]董黄香.语文课堂教学生成之有效性思考[J].语文教学,2009.
[27]王玉华.生成性教学的涵义与特征[J].教学论,2009.
[28]赵杏花.构建预设目标与生成性目标辩证统一的教学有效课堂[J].科学教育,2008.
[29]周延江,李文治.关注细微心理创设提问情境[J].和田师范专科学校学报,2008.
[30]窦玉坤.汉语文课堂教学法探索[J].内蒙古民族大学学报,2008.
[31]虞伟珍.教学中要让预设与生成辩证统一[J].探索者,2007.
[32]魏军,姜秀琴.解读课堂的预设与生成[J].教学与管理,2005.
[33]周鹏.课前预设的三个着力点[J].中国民族教育,2009.
[34]陈杰.建构语文教学中预设与生成的新型关系[J].上海教育科研,2005.
[35]翁光明.教学生成的方法论[J].上海教育科研,2004.
[36]杨晓茵.课堂:让“预设”与“生成”共精彩[J].科技资讯,2006.
[37]谢锦霞.课堂教学中问题的预设与生成[J].福建教育学院学报,2005.
[38]张连红.论语文教学预设与生成的和谐相融[J].职业,2009.
[39]张秀彬.浅谈语文课堂教学的预设与生成[J].漳州职业技术学院学报,2007.
[40]顾正宏.让预设与生成和谐相生[J].教育周刊,2007.
[41]连学吉.“生成性课堂”的教学案例及反思[J].宁波教育学院学报,2006.
[42]丁国琴.预设,让生成更精彩[J].教育科研论坛,2005.
[43]林玉琴.阅读教学中问题的预设与生成[J].文学教育,2009.
[44]赵翠明.在预设与生成中领悟教学:浅谈教师的教学机智[J].语文学刊,2009.
[45]陈奇斌.语文教学中引导学生探究学习的策略[J].宁波教育学院学报,2009.
[46]赵艳平.“预设-生成”互动中几个问题的案例解析[J].教学与管理,2007.
[47]郭燕.语文教学的预设与生成[J].成功教育,2007.
[48]田玉毅.语文教学应正确处理预设与生成的关系[J].中国教育研究论丛,2009.
[49]刘明芹.非预设生成-演绎不曾预约的精彩[J].生命世界,2009.
[50]陈敏.关注预设,更要“呵护”生成[J].知识经济,2010.
[51]修明晶.中学语文课堂教学中预设与生成的关系研究[D].东北师范大学,2006.
[52]陈养彪.论语文课堂教学中的预设与生成[D].江西师范大学,2006.
[53]陈松泉.论语文阅读教学的“预设”与“生成”[D].江苏大学,2007.
[54]Stenhous,L.(1975),An Introduetion to Curriculum Research and Development,London,England:Heineman
[55]See Regina Weade(1987),Curriculum Instruction:The Construction of Me—aning,Theory into Practice
[56]See Grundy,5.(1987),Curriculum:Product or Praxis?London,New York&PhiladelPhia:The Falmer