生成性教学的实践策略

The Operating Strategies of Becoming Teaching

解释学框架下教学是多极循环互动的过程,本质属性是生成性。因此,生成性教学的本质是在多极互动中转变经验而不是传递经验。其策略为:有效提问,促进师生互动;追问原因:让"理由"看得见,促进学生的前结构与学习内容的互动;认知学徒:让老师的思维"看"得见,促进教师理解与讲授的互动;让学生相互的教:促进学生之间的有效互动;"程序化"自我提问清单:让学生自己促进自己的前结构与内容的互动。

In the view of hermeneutic, teaching is intoractine process of multipolar circulation. It＇s essential attribute is becoming. Therefore, essence of Becoming teaching is not transferring experience, but altering experience. It＇s strategy as follows, quizzing effectively to promote teacher and students to interact; makeng ＂the reason＂ seen, namely inquire reason to promote interaction of students pre-structure and learning content. Let teacher＇s thinking be visible, namely cognition apprentice to promote teacher＇ s understanding and teaching to interact. Let students teach each other in order to promote effective in- teraction between students. Sequencing self-inquiry detailed list to make student himself to promote his pre- structure and learning content to interact.