本原性问题驱动课堂教学:理念、实践与反思

Classroom Teaching Driven by Primitive Ideas:Thinking,Practice and Reflection

本文是对"本原性问题驱动课堂教学"前期四年立项课题研究成果的回顾。其基本理念是:超越对于技巧性问题的过度追求,深入到情境性问题所涉及到的学科实质,用反映学科本质的一系列问题来驱动课堂里教与学的活动,让学生获得关于该学科的本质认识。文章从揭示学科概念背后的本质含义、经历学科命题背后的思想方法、构建命题间相互联系而形成知识体系、还原训练习题为挑战认知的系列问题等四个方面进行了案例分析,并对怎样发掘学科本质问题并用以驱动课堂教学进行了反思。

The basic idea of ＂classroom teaching driven by primitive ideas＂ is to transcend the excessive pursuit of skill questions, go into the discipline essence of situation questions, use series of questions which reflect the discipline essence to motivate teaching and learning in classroom, and make students gain essential knowledge of the discipline. The study on teaching practice is conducted in four aspects： revealing the essential meaning behind the concept of discipline, experiencing the thinking way behind the proposition of discipline, constructing the interrelationship among propositions to form knowledge system and changing exercises into challenging questions. The paper also makes a reflection on how to explore discipline essence and how to use it to motivate classroom teaching, and summarizes some problems.