| 为每一个学生的成长而教-基于"学的课程"的教学设计探析 |
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| 引用本文： | 钟启泉.为每一个学生的成长而教-基于"学的课程"的教学设计探析[J].北京大学教育评论,2009,7(3):112-122. |
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| 作者姓名： | 钟启泉 |
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| 作者单位： | 华东师范大学,课程与教学研究所,上海,200062 |
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| 摘 要： | 本文通过对"合法的边缘性参与"(LPP)为代表的"情境学习"论的考察,阐述"学的课程"的意蕴及其教学设计的基本特征。基于"学的课程"的教学设计的基本诉求是打破长期以来"以教定学"的定势,走向"以学定教"。其宗旨在于"为每一个学生的成长而教",而不是单纯地"为考试而教"。这正是区分新旧教学的分水岭。
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| 关 键 词： | 情境学习 学的课程 教学设计 以学定教 学生成长 |
TEACHING FOR EVERY STUDENT: AN ANALYSIS ON TEACHING DESIGN OF CURRICULUM FOR LEARNING |
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| Zhong Qiquan.TEACHING FOR EVERY STUDENT: AN ANALYSIS ON TEACHING DESIGN OF CURRICULUM FOR LEARNING[J].Peking University Education Review,2009,7(3):112-122. |
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| Authors: | Zhong Qiquan |
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| Abstract: | Equipped with the situated learning theory focusing on the perspective of Legitimate Peripheral Participation(LPP),this paper interprets the implication of curriculum for learning and the characteristics of its teaching design.The basic spirit of this kind of curriculum lies in that the orientation of teaching design should be turn from teaching oriented learning to learning oriented teaching.This means that the purpose of teaching is for the development of every student rather than for examination.This is ... |
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