| 论我国课堂教学交往的缺场与失当 |
| |
| 引用本文： | 李小红.论我国课堂教学交往的缺场与失当[J].教育理论与实践,2004(13). |
| |
| 作者姓名： | 李小红 |
| |
| 作者单位： | 北京师范大学科学教育研究中心 北京邮编100875 |
| |
| 摘 要： | 尽管学界已普遍认同课堂教学的交往本体观,即课堂教学是一种特殊的交往活动,以交往的形态存在,但从课堂观察等实证研究来看,我国的课堂教学却严重存在着五大交往缺场或失当的现象单一而非多元、虚假而非真实、控制而非自主、“偏爱”而非平等、对抗而非和谐。因此,提升课堂教学交往的合理性,还课堂教学以交往的本真面目,还任重而道远。
|
| 关 键 词： | 课堂教学交往 缺场 失当 |
On the Absence and Improperness of Our Classroom Teaching Communication |
| |
| LI Xiao-hong.On the Absence and Improperness of Our Classroom Teaching Communication[J].Theory and Practice of Education,2004(13). |
| |
| Authors: | LI Xiao-hong |
| |
| Institution: | Beijing Normal University |
| |
| Abstract: | Though among the educational circle there is consensus on the ontological view of classroom teaching as communication, i. e. classroom teaching is a special communicative activity which exists as a kind of communication. However, from the positive researches such as classroom observation, we can find there are five phenomena of absence and improperness in our classroom teaching practice: single, false, manipulative, partial and confrontationist . So there is a long way to go in improving the rationality of classroom teaching communication, and restoring the true communication to the classroom teaching. |
| |
| Keywords: | classroom teaching communication absence improperness |
| 本文献已被 CNKI 等数据库收录！ |
|
