摘要
理解应当是教学的要素,因而,把理解性教学看作一种模式是错误的;理解性教学强调的是以理解为目标的理性精神,而不应当照搬某些具体的方法;张扬师生的生命意义,是理想的教学的发展方向,而不是理解性教学的本质特征。
Understanding is a component of teaching, rather than a style of teaching. Therefore, un- derstanding teaching emphasizes understanding as objective and rational spirit, and it stresses on the living meaning of the teacher-student relations as ideal orientation of development.
出处
《河北师范大学学报（教育科学版）》
北大核心
2012年第8期72-73,共2页
Journal of Hebei Normal University(Educational Science)
关键词
理解性教学
研究
反思
understanding teaching
study
reflection
