以培养学生开放性人格为取向的教学模式的研究
摘要
长期以来,我国普遍采用传递——接受的教学模式。这种教学模式过分注重教师的主导作用,过分注重对知识的传授,而忽视了学生的主体作用,忽视了对学生人格的培养。这种教学模式不能适应素质教育和新课程改革的要求,更无法适应社会对人才培养的需要。本文针对传统教学模式的弊端,提出了以培养学生开放性人格为取向的教学模式,力图通过这种教学模式实现对学生开放性人格的培养,以适应社会对人才培养的需要。本论文首先对以培养学生开放性人格为取向的教学模式、开放性人格、教学模式等概念进行阐释。接着对该教学模式的特点和价值进行论述。其次,对以培养学生开放性人格为取向的教学模式的基本程序进行构建。最后,对以培养学生开放性人格为取向的教学模式的实施策略进行论述。从而最终形成以培养学生开放性人格为取向的教学模式的比较完整的理论体系。
For quite a long time, China has always used the teaching mode of Sending-Receiving at large. The teaching mode has lots of disadvantages, mainly among which are teacher-centeredness, ignorance of the students’individualism, and passiveness of the students. Under that mode, the teacher governs the class without the student’s active participation; Under that mode, the conveying of the knowledge is exaggerated without development of the capacity of the student’s self-studying, especially without development of personality; under that mode, the in taking of knowledge is passively conducted without the initiative of the students. This teaching mode doesn’t meet the demands of the requirements of Quality Education as well as the new curricula. What’more, it doesn’t meet the demand of the rapid development of modern society. Therefore the paper put forward the teaching mode for training students openness personality-oriented, which is directed against the traditional teaching ignored the cultivation of student’s personality, and meeting the demand of social development to personnel training.
The teaching mode for training students openness personality-oriented is on the basis of the teaching modes of relating to cultivate openness personality at home and abroad, used the education research techniques such as literature law, class observation method, trying to build a new class teaching mode after a series of researching and summing-up. In this paper, in addition to the introduction and conclusion, the context includes three parts.
Part One, summarizing the teaching mode for training students openness personality-oriented. First of all, defining the teaching mode for training students openness personality-oriented, and expatiating the teaching model, personality, traits, the five personality traits, openness personality and other related concepts. At the same time, character of the teaching mode is unique, main body and openness. And specifically on the teaching mode would help changing teacher’s teaching, students to master knowledge and skills, cultivating students openness personality, and other values.
Part Two, building the procedure of the teaching mode for training students openness personality-oriented. This part is the focus of the paper. This is the teaching mode for training students openness personality, fully reflecting the students and students, students and teachers interaction, embodying the characteristics of openness. The main procedure as below: Creating situation, raising questions- Independent exploring, put forward proposals- Organizing discussion, exchanges problems- Teachers guiding, draw conclusions - Extending problems, expanding thinking.
Part Three, focusing on the implementation strategies of the teaching mode for training students openness personality-oriented. Including: Through the construction of democratic and equal teacher-student relations, cultivating students’main body-consciousness, developing students’personality, promoting the team for the organizational forms of teaching for creating the democratic, equal and cooperated teaching environment; Through designing the problem of small and specific, innovative and interesting, level, openness to stimulate students’learning desire; Using modern information technology to support teaching to stimulate students’interest in learning, training students innovative thinking ,improving students learning autonomy and independence; Use the combining teacher evaluation and student evaluation , combining the assessment of learning results and process to achieve the diversification of assessable body and fashion.
The innovation of the paper is based on the theory of modern teaching and personality psychology , and adapt the needs of the new curriculum reform as the starting point, proposed and constructed the teaching mode for training students openness personality-oriented. In the paper, from define the concept of the teaching mode for training students openness personality-oriented, expatiating the characteristic and value, fixing on the teaching objective, constructing the teaching basic procedures, established the relatively complete theoretical system of the teaching mode for training students openness personality-oriented. And through the implementation of the teaching mode, and achieve the object for cultivating the openness personality. The teaching mode has great theoretical significance and value. It will enrich further our teaching mode theory, and provide some theoretical guidance for our national basic education and teaching, and the new curriculum reform, adapting to the needs of the development for students themselves and society.
For quite a long time, China has always used the teaching mode of Sending-Receiving at large. The teaching mode has lots of disadvantages, mainly among which are teacher-centeredness, ignorance of the students’individualism, and passiveness of the students. Under that mode, the teacher governs the class without the student’s active participation; Under that mode, the conveying of the knowledge is exaggerated without development of the capacity of the student’s self-studying, especially without development of personality; under that mode, the in taking of knowledge is passively conducted without the initiative of the students. This teaching mode doesn’t meet the demands of the requirements of Quality Education as well as the new curricula. What’more, it doesn’t meet the demand of the rapid development of modern society. Therefore the paper put forward the teaching mode for training students openness personality-oriented, which is directed against the traditional teaching ignored the cultivation of student’s personality, and meeting the demand of social development to personnel training.
The teaching mode for training students openness personality-oriented is on the basis of the teaching modes of relating to cultivate openness personality at home and abroad, used the education research techniques such as literature law, class observation method, trying to build a new class teaching mode after a series of researching and summing-up. In this paper, in addition to the introduction and conclusion, the context includes three parts.
Part One, summarizing the teaching mode for training students openness personality-oriented. First of all, defining the teaching mode for training students openness personality-oriented, and expatiating the teaching model, personality, traits, the five personality traits, openness personality and other related concepts. At the same time, character of the teaching mode is unique, main body and openness. And specifically on the teaching mode would help changing teacher’s teaching, students to master knowledge and skills, cultivating students openness personality, and other values.
Part Two, building the procedure of the teaching mode for training students openness personality-oriented. This part is the focus of the paper. This is the teaching mode for training students openness personality, fully reflecting the students and students, students and teachers interaction, embodying the characteristics of openness. The main procedure as below: Creating situation, raising questions- Independent exploring, put forward proposals- Organizing discussion, exchanges problems- Teachers guiding, draw conclusions - Extending problems, expanding thinking.
Part Three, focusing on the implementation strategies of the teaching mode for training students openness personality-oriented. Including: Through the construction of democratic and equal teacher-student relations, cultivating students’main body-consciousness, developing students’personality, promoting the team for the organizational forms of teaching for creating the democratic, equal and cooperated teaching environment; Through designing the problem of small and specific, innovative and interesting, level, openness to stimulate students’learning desire; Using modern information technology to support teaching to stimulate students’interest in learning, training students innovative thinking ,improving students learning autonomy and independence; Use the combining teacher evaluation and student evaluation , combining the assessment of learning results and process to achieve the diversification of assessable body and fashion.
The innovation of the paper is based on the theory of modern teaching and personality psychology , and adapt the needs of the new curriculum reform as the starting point, proposed and constructed the teaching mode for training students openness personality-oriented. In the paper, from define the concept of the teaching mode for training students openness personality-oriented, expatiating the characteristic and value, fixing on the teaching objective, constructing the teaching basic procedures, established the relatively complete theoretical system of the teaching mode for training students openness personality-oriented. And through the implementation of the teaching mode, and achieve the object for cultivating the openness personality. The teaching mode has great theoretical significance and value. It will enrich further our teaching mode theory, and provide some theoretical guidance for our national basic education and teaching, and the new curriculum reform, adapting to the needs of the development for students themselves and society.
引文
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[30]王玮:《实现“对话教学”的四种形式》[J],《人民教育》,2004 年第15 期。
[31]杨小玲、陈梅香:《档案袋评价对学生的评价作用》[J],《黑龙江教育学院学报》,2005 年第3 期。
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[2]杨九俊:《教学评价方法与设计》[M],教育科学出版社,2004 年版。
[3]叶奕乾:《现代人格心理学》[M],上海教育出版社,2005 年版。
[4]Jerry M.Burger:《人格心理学》[M],陈会昌等译,中国轻工业出版 社,2004 年版。
[5]Richard M.Ryckman:《人格理论》[M],高峰强等译,陕西师范大学出版社,2005 年版。
[6]黄希庭:《人格手册:理论与研究》[M],华东师范大学出版社,2000 年版。
[7]陈少华:《新编人格心理学》[M],暨南大学出版社,2004 年版。
[8]李伟胜:《开放教学》[M],福建教育出版社,2005 年版。
[9]李晓文、王莹:《教学策略》[M],高等教育出版社,2000 年版。
[10]黄甫全、王本陆:《现代教学论学程》[M],教育科学出版社,1998 年版。
[11]杨小微:《现代教学论》[M],山西教育出版社,2004 年版。
[12]张天宝:《主体性教育》[M],教育科学出版社,1999 年版。
[13]张小微:《现代教育理论》[M],湖北科学技术出版社,1994 年版。
[14][美]林格伦:《课堂教育心理学》[M],云南出版社,1983 年版。
[15]数学课程标准研制组:《数学课程标准解读》[M],北京师范大学出版社,2002 年版。
[16]徐国平、黄向阳:《以学生发展为本的小学课堂教学策略》[M], 中 国广播电视出版社,2003 年版。
[17]魏超群:《数学教育评价》[M],广西教育出版社,1996 年版。
[18]张华:《课程与教学论》[M],上海教育出版社,2000 年版。
[19]郑金洲:《基于新课程的课堂教学改革》[M],福建教育出版社,2003 年 版。
[20]袁振国:当代教育学[M],教育科学出版社,2004 年版。
[21]王天一、夏之莲、朱美玉编著:《外国教育史》[M],北京师范大学出版社,1993 年版。
[22]张莉莉:《质性评价的有效尝试:通过学生成长记录袋实现评定的发展性功能》[J],《比较教育研究》,2003 年第 1 期。
[23]张武升:《关于教学模式的探讨》[J],《教育研究》,1988 年第 7 期。
[24]刁维国:《教学过程的模式》[J],《教育科学》,1989 年第 3 期。
[25]吴洪明:《在开放性课程教学中培养学生的创新能力》[J],《天津教育》,2001 年第 4 期。
[26]王升:《主体参与教学策略的分析》[J],《课程、教材、教法》,2000年第 3 期。
[27]许华南:《关于教学中师生地位问题的认识》[J],《教育探索》,2001年第 6 期。
[28]史东根:《论中学JIP实验的指导思想》[J],《教育研究》,1995年第9期。
[29]黄藏:《从传统到现代:中西方主体性教育思想历史走向评析》[J],《比较教育研究》,1997 年第 5 期。
[30]王玮:《实现“对话教学”的四种形式》[J],《人民教育》,2004 年第15 期。
[31]杨小玲、陈梅香:《档案袋评价对学生的评价作用》[J],《黑龙江教育学院学报》,2005 年第3 期。
[32]孔祥田:《现代信息技术与学生创造性思维能力的培养》[J],《中国教育信息化》,2007 年第6 期。
[33]陈雪芬:《“大五”人格模型及其应用的发展》[J],《龙岩学院学报》,2006 年第7 期。
[34]李冶军:《尝试开放式教学促进学生主动发展》[J],《黑龙江教育》, 2001 年第1 期。
[35]秦晓华:《自学辅导教学思想及策略研究》[J],《天津师范大学学报(基础教学版)》,2007 年第3 期。
[36]赵玉星:《自学辅导教学模式的构建与实施[J],《上海教育科研》,2006年第 11 期。
[37]韩万山、愈惠丽:《人格教育浅谈》[J],《天津教育》,2007 年第 2 期。
[38]房国忠、王晓钧:《基于人格特质的创新型人才素质模型分析》[J], 《东北师范大学学报(哲学社会科学版)》,2007 年第 3 期。
[39]邓如辛:《新时期大学生人格培养的对策》[J],《黑龙江高教研究》,2007年第 1 期。
[40]王传旭:《培养健康人格促进学生全面发展》[J],《教育研究》,2003年第 4 期。
[41]钟启泉:《新课程背景下教学改革的价值取向及路径》[J],《教育研究》,2004 年第 8 期。
[42]冯志梅:《高中地理开放式教学模式研究》[D],西南大学,2006 年。
[43]邱美琴:《对话教学研究》[D],华东师范大学,2007 年。
[44]赵海燕:《多媒体支架式教学模式在高中英语教学中的应用》[D],内 蒙古师范大学,2004 年。
[45]殷红安:《化学教学中实施主体探究式教学模式研究》[D],华东师范 大学,2006 年。
[46]杨洁:《对话教学在高中历史课堂的实践与反思》[D],华东师范大学,2006 年。
[47]李旺欣:《语文对话教学研究》[D],上海师范大学,2006 年。
[48]朱秩:《初中数学主体性发展教学模式探究》[D],南京师范大学,2007年。
[49]葛晓清:《基于问题的初中数学开放式教学研究》[D],南京师范大学, 2007 年。
[50]邹笃成:《高中历史“自主学习”课堂教学模式研究》[D],山东师范 大学,2006 年。
[51]程瑞芬:《网络条件下高中语文“问题——探究”型教学模式的初步实验》[D],南京师范大学,2007 年。
[52]姜欣:《“对话式”语文课堂教学模式与策略探析》[D],山东师范大学,2005 年。
[53]苏平萍:《初中语文对话教学个案研究》[D],广西师范大学,2006 年。
[54] Jane Willis. A Framework for Task-based Learning[M]. Addison Wesley Longman Limited,1996.
[55] R.Douglas Greer. Designing Teaching Strategies[M]. Academic Press, 2002.
[56] John Dewey. Democracy And Education [M] .New York The Macmillan Company , 1919.
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