,王玉枝报告-山东聊城-2016-8.ppt

2016.8山东聊城

杂议教学课程内容的三种取向及其特点课程内容即教材课程内容即学习经验课程内容即学习活动课程内容选择的依据课程目标学生的需要、兴趣与身心发展水平社会发展需要学科内容本身的性质课程内容选择的原则必须以课程目标为主要依据；必须适应学生的需求与兴趣；注重内容的基础性；应该贴近社会生活与学生生活。课程内容的组织原则连续性指直线式陈述主要的课程要素，并对其进行反复叙述，逐步加深。顺序性指将课程内容、学习经验及学习材料，组织成某种联结的次序，后一种学习经验建立在前一种学习经验的基础之上。整合性指在课程中不同的学习经验之间建立关联。关于课程的教与学课程教的目的:Improvingstudentlearninga,theirintellectualandImaginativepowersb,theirunderstandingandjudgementc,theirproblem-solvingskillsd,theirabilitytocommunicatee,theirabilitytoseerelationshipswithinwhattheyhavelearnedandtoperceivetheirfieldofstudyinabroaderperspective表面肤浅的学习

Surfaceapproach:“ItwouldhavebeenmoreinterestingifI‘dknownthatIwasn’tgoingtobetestedonitafterwards,’cosinthatcaseI’d‘vemore,youknow,thoughtaboutwhatitsaidinsteadofallthetimetryingtothink:”nowImustrememberthisandnowImustrememberthat”.”深入的学习

Deepapproach:“Itriedtolookfor...Youknow,theprincipalideas...Itriedtothinkwhatitwasallabout...Ithoughtabouthowhehadbuiltupthewholething.”目前课程教学方法TeachingMethodatpresent1)didactic（说教）approach:teacherdeliverformallecturestotransmitknowledgestudentsreceiveitpassivelythenreproduceaccuratelyinexaminations.2)QBTmethodQBT:questionbasedteaching3)PBLmethodWhatisPBL?Problem-basedlearning(PBL)isacurriculumdevelopmentandinstructionalapproach.?WhatdoesPBLdo?PBLsimultaneouslydevelopsstudents’problemsolvingstrategies,disciplinaryknowledgebases,andskills.HowdoesPBLdoit?Byplacingstudentsintheactiveroleofproblem-solversconfrontedwithanill-structuredproblemwhichreflectsreal-worldproblems.中国传统的教学方法是：老师提供正式演讲传送知识;学生被动地接受知识，然后期望在考试时能得到真实的反馈(didacticapproach)。到目前为止，我们在教学中也主要使用这个方法。在讲授过程中，为了迫使学生思考，插入一些有趣的与课程内容相关的问题，并且要求学生思考回答(QBTmethod)。即使如此，这种教学策略仍然主要导致一种表面肤浅的学习