摘要
个性化教学视域下,教学对话被异化,出现诸如教师的"问话"与学生的"回话",也有教师的"插话"与学生的"接话",还有教师与个别学生的"对话",等等。其原因在于教师对教学对话的模糊认识,对教学本质的认知不够,是教师的教学习性使然,是大班化教学的客观存在。实现教学对话的回归,前提是正确理解教学对话;关键是教师角色转变;重点是形成教学对话智慧;基础是促进小班化教学;条件是加强教学对话的研究。
It is argued that the teaching dialogues are foreignized in that teachers question and students answer, teachers interrupt and students follow up, and teachers sporadically talk to individual students. This is caused by the hazy understanding of the teaching dialogues, habits of teachers, and large class teaching. Therefore, strategies are discussed.
出处
《河北师范大学学报（教育科学版）》
北大核心
2013年第10期27-29,共3页
Journal of Hebei Normal University(Educational Science)
基金
教育部人文社会科学规划基金项目(11YJA880123)
贵州省教育厅高校人文社科项目(13ZC181)
关键词
个性化教学
教学对话
异化
回归
individualized teaching
dialogue
foreignization
return
