论课堂教学中“教”的三重内涵——以钱梦龙的语文教学为例

The Triple Connotation of"Teaching"in Classroom Teaching:"A Case Study on Qian Menglong's Practice of Chinese Teaching

课程改革进入“深水区”之际,课堂教学中学生的“学”受到前所未有的重视。学生作为学习主体,其课程地位、实现路径得到深入研究。但关注“学”的同时亦不能忽视“教”的存在,更不能以矮化、异化“教”来达到强化“学”的目的。“学”与“教”彼此依存,休戚与共。研究“学”的同时,亦应研究好“教”。当对于“学”有了全新的认识,相应地,对于“教”的理解也应及时更新。课程知识的性质决定了“教”的三重内涵:教授、教导、教育。语文教育家钱梦龙的课堂教学是对“教”的内涵的极佳实践。

As the curriculum reform enters into the "deep water area",the "learning" of middle school students in classroom teaching has received unprecedented attention.As the master of learning,students’ curriculum status and realization path have been deeply studied.But we should not ignore the existence of"teaching" while paying attention to "learning",let alone strengthen "learning" by dwarfing and dissimilating "teaching"."Learning" and "teaching" depend on each other and share weal and woe.While studying"learning", we should also study "teaching".When we have a new understanding of learning,correspondingly,our understanding of teaching should be updated in time.The nature of curriculum knowledge determines the three connotations of "teaching":teaching,enlightenment and education.This study takes Qian Menglong’s classroom teaching as an excellent example to analyse the connotation of "teaching".