生态课堂视域中语文_非指示性_教学行为的研究.pdfVIP

论 文 摘 要 作为教学主阵地的课堂，目前亟待改观频频发生的课堂生态危机：呼唤教师 从全权代理的灌输者转变为设计者和促进者；呼唤学生由被动的信息接受者转变 为具有创造性的学习者；呼唤我们的教学方式从个人独立学习转变为小组合作对 话方式，从被动学习到自主学习、研究性学习和探索性学习。生态课堂的建设是 将目光投注于学生与教师的完整的生命体，关注课堂上师生、生生、师生与本文 间信息的流动；关注学生与教师的可持续发展。师生通过平等对话，将一同激发 生命的智慧，诗意地栖居于生态课堂。这将极大地有利于教学改革，有利于培养 学生创新实践能力，有利于建设新型良好的师生关系，有利于教师的专业化发展。 “非指示性”教学与生态课堂建设高度相关，它以人本主义、建构主义、后 现代主义、多元智力理论等为理论基础；旨在颠覆课堂话语霸权，构建新型教学 关系，师生关系；消解课堂中的“强指”的因素，化解目前课堂中频发的生态危 机。对“非指示性”教学的探索与研究，正是对生态课堂建设的积极尝试。 本文将从语文课堂生态现状对生态课堂建设的期待与呼唤写起，从生态课堂 建设的方向与“非指示性”教学的功能两个方面，阐述“非指示性”教学与生态 课堂建设呈正相关，阐明“非指示性”教学的实施要则与实施策略，最后进行生 态课堂视域中的语文“非指示性”教学行为例析。 关键词：生态课堂、“非指示性”教学、行为研究 ABSTRACT ABSTRACT AABBSSTTRRAACCTT It is now urgent to improve the frequent ecological classroom crisis existing in classroom, the main field of teaching. It calls for teachers to turn from all-agent inculcators into designers and promoters; it calls for students to turn from passive information-receivers into creative learners; it calls for our teaching method to be changed from individual learning into team cooperation and communication, from passive learning into autonomous learning, research study and explorative learning. The construction of ecological classroom lays emphasis on the integral part of students and teachers, on the information flow of teachers-students, students-students, and of teachers and students with text. The equal conversation between students and the teacher will inspire the wisdom of life for the purpose of poetically dwelling in ecological classroom. All of this will greatly benefit the teaching reform, the cultivation of students’ innovative and practical abilities, the construction of new friendly student-teacher relationship, and the professional development for teachers.