| 教学情境的结构与类型研究——结构功能主义视角 |
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| 引用本文： | 张广斌.教学情境的结构与类型研究——结构功能主义视角[J].教育理论与实践,2010(13). |
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| 作者姓名： | 张广斌 |
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| 作者单位： | 北京大学教育学院; |
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| 基金项目： | 全国教育科学“十五”规划重点课题“主体教育视野下课堂教学改革的深化研究”的成果之一,课题批准号:AHA050006 |
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| 摘 要： | 按照结构功能主义的观点,教学情境由情境主体、情境资源、情境空间、情境时间四个基本要素构成,在教学情境分类上主要有教学目的、教学场域、教学效果、呈现方式、真实程度、主体体验等几个维度。
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| 关 键 词： | 教学情境 结构功能主义 类型 结构要素 |
Research on the Structure and Types of Instructional Situation from the Perspective of Structuralism |
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| ZHANG Guang-bin.Research on the Structure and Types of Instructional Situation from the Perspective of Structuralism[J].Theory and Practice of Education,2010(13). |
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| Authors: | ZHANG Guang-bin |
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| Institution: | College of Education/a>;Beijing University |
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| Abstract: | According to the viewpoint of structural functionalism, the instructional situation consists of four elements like subject, resource, space and time. As for the types of instructional situation, there are mainly such dimensions as teaching goal, teaching field, teaching effect, unfolding mode, reality extent, and subject experience. |
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| Keywords: | instructional situation structural functionalism type structural elements |
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