中学地理课堂动态生成资源的开发和利用初探.pdfVIP

论 文 摘 要 新课程标准特别强调，教师与学生都是课程资源的开发者。课堂动态生成资 源是在真实的课堂情境中通过师生的动态教学过程而产生的资源，是一种重要的 课程资源。师生在具体教学情境中动态产生的各种新的问题和新的情境都可能成 为有重要意义的课程资源。而在具体的课堂教学情境中如何认识、判断和捕捉这 类课程资源，教学实践者需要“当机立断”“急中生智”，即教师对于教育教学工 作的规律性把握、创造性驾驭和深刻洞悉、敏锐反应及灵活机智应对的综合能力 ——教育智慧。 论文包括四个部分：第一部分把握动态生成资源内涵和分类；第二部分通过 深入地理课堂教学观察、教师问卷与教师访谈等总结开发和利用课堂动态生成资 源存在的实际问题及初步分析这些问题的原因；第三部分在上述论述的基础上提 出教师如何设计弹性化的教学预案，留取地理课堂动态资源生成的弹性空间；进 行开放性导入、开展多项互动，营造地理课堂动态资源生成的氛围；同时结合具 体的教学情境提出了对有效资源的开发和利用、对“无效资源”的控制的具体操 作几点策略，以更好地促进地理课堂动态生成资源的生成；最后提出了如何积累 教学智慧的几点建议。第四部分是笔者对地理课堂动态生成资源的开发和利用这 方面研究的展望。 关键词：地理课堂教学 动态生成 资源 4 Abstract With special emphasis on the new curriculum standards, both teachers and students are developers of curriculum resources. Dynamic generative resource is an important type of curriculum resources which generate with the dynamic actions of teaching and learning in the true scenario of classroom instruction. A variety of new problems and new situations which teachers and students dynamically generated in specific teaching situations are likely to become important curriculum resources. While how do teachers understand, judge and capture these curriculum resources in the true scenario of classroom instruction? They need to show resourcefulness in an emergency. That is to say, teachers need comprehensive capacity called educational wisdom. Educational wisdom means that teachers can grasp the rules of education creatively; they have a profound insight into the rules; they can respond to changes quickly and be flexible to cope with changes in classroom instruction. The paper consists of four parts: the first part is the connotation and classification of dynamical generative r