差异事件教学的角色定位与发展策略

On the Role Orientation and Development Strategy of Discrepancy Event Teaching

差异事件教学的理念源于建构主义的思想。差异事件教学具有距离性、层进性、主体性、协作性等特征,有利于激发学生的好奇心,培养学生的兴趣爱好,营造独立思考、自由探索、勇于创新的良好环境。在差异事件教学中,差异事件所产生的认知和情感冲突是学生对社会进行主动建构的动力;教师是差异事件的生成者和引导者,学生是差异事件的解决者。差异事件教学的发展策略包括合理的目标定位,生成差异事件,等待、观察与倾听,提供支持性回应,激发学生问题解决等。

Derived from the thoughts of constructivism, the idea of discrepancy event teaching is distinguished with the characteristics of distance, multilayer, subjectivity and collaboration, etc. Discrepancy event teaching is beneficial to stimulate the curiosity of students, cultivate the interests and hobbies of students, and construct the favorable environment of independent thinking, free exploration and being brave in innovating. In discrepancy event teaching, the conflict between cognition and the emotion from the discrepancy event is the motivation to positively enhance children＇s interaets with the environment, the teacher is the creator and guide of discrepancy event, the student is the solver of discrepaney event. The development strategies of discrepancy event teaching include reasonable objective orientation, the generation of discrepancy event, waiting, observing and listening, providing supported response and the stimulation of problem-solving of student, etc.