| “第三教学”：教育“行进”的一种应然视角 |
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| 引用本文： | 姚敬华.“第三教学”：教育“行进”的一种应然视角[J].江苏教育研究,2012(7):29-32. |
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| 作者姓名： | 姚敬华 |
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| 作者单位： | 江苏省震泽中学,江苏吴江215200 |
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| 摘 要： | 推进素质教育、提升教学“生产力”，须着力追寻以“学”论“教”、以“学”促“教”的教育理念。“第三教学”着眼于“学力形成”和“个性发展”，立足于学生本性，培养学生自主学习。笔者试图从“基于教师：转换角色，优化结构”、“基于学生：生成学力，学会学习”、“基于模式：先学后教，超前断后”等方面就“第三教学”视阈下提高教学质量、创新教学改革的“行进”视角作一大胆尝试。
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| 关 键 词： | “第三教学” 学习力 教师 学生 模式 |
＂The Third Teaching＂： An Idealistic Perspective of Education Improvement |
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| YAO Jing-hua.＂The Third Teaching＂： An Idealistic Perspective of Education Improvement[J].A Journal of Research in Education,2012(7):29-32. |
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| Authors: | YAO Jing-hua |
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| Institution: | YAO Jing-hua (Zhenze Middle School, Wujiang 215200. China) |
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| Abstract: | ＂The Third Teaching＂ focuses on formation of learning power and development of personality, bases itself on students＇ nature, and cultivates their autonomous learning abilities. This essay strives to explore from the perspective of ＂the Third Teaching＂ some issues of improving teaching quality and innovating teaching methods from such facets as teachers： switching roles and optimizing structures; students： generating learning power and learning to learn; modes： learning before teaching and previewing followed by reviewing. |
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| Keywords: | ＂the Third Teaching＂ learning power teacher student mode |
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