“双减”政策实施中教师从宾格向主格的身份转换——以学为中心的教育思考

On the Transformation of Teacher’s Identity From Accusative to Nominative in “Double Reduction”——The Educational Thoughts Centered on Learning

“双减”意味着对教师作为育人的关键主体、课堂作为教育教学主阵地的重新回归。教师以学习者的身份构建以学为中心的课堂教学生活,形成为己之学的学习观,使学生从身体尤其是思想上回归课堂。在课堂教学中,教师要树立学教共融的成长型思维,形成以“被动的能动性-应对”为中心的交互式教学,让课堂成为师生共同思考和情感交流的场所。在具有生存性关系的课堂教学中,好学与善教共融于知识和技能本身,教与学共生于问题探究与意义探寻之中,这是学生学习回归课堂的应有之义。

“Double reduction”means the return of teachers as the key subject of education and classroom as the main position of education and teaching. Teachers build a learning centered classroom as learners,form a learning view of learning for themselves,and help students return to classroom both physically and mentally. In classroom teaching,teachers should establish the growth thinking of the integration of learning and teaching,form an interactive teaching centered on “passive initiative response”,and make the classroom a place for teachers and students to think together and exchange emotions. In the classroom teaching with a survival relationship,learning and teaching are integrated into knowledge and skills,and teaching and learning are born in problem solving and meaning exploration,which are the due meaning of students’ learning returning to the classroom.