建构主义指导语文教学的设计原则.doc

建构主义指导语文教学的设计原则Constructivism instruction of Chinese teaching design principles 1.以学生为中心的原则1. The principle of student-centered “以学生为中心”是现代教育的基本理念，是主体教育思想的延伸，其理论基础是建构主义以学生为中心的教育理论来自于建构主义学习理论中的“个体认知结构论” 该论点特别强调尊重人类自由的天性、尊重儿童的心灵和遵循教育的规律对儿童发展的重要性将“以儿童为中心”的思想进一步运用于中学和大学教育成为了今天所提倡的以学生为中心的思想"Student-centered" is the basic idea of modern education, is an extension of main body education thought, its theory is based on constructivism. Student centered education theory from the constructivist learning theory in the "individual cognitive structure theory". The argument with particular emphasis on respect for the nature of human freedom, respect for children's mind and comply with the laws of education on the importance of children's development. Further the ideas of "child centered" using secondary and university education became the student-centered idea advocated by today. 建构主义学习观认为：作为教育主体之一的教师不应该完全按自己的意愿“裁剪”学生，而应该充分尊重个体的差异，因材施教，充分发展个体的潜力与优势。

因此以“学生学习”为中心的主动式教学方式就是要以培养学生的兴趣为主，让学生在兴趣的驱使下自主获取知识在这种情况下，教师的主要职责不再是灌输已有的知识，而是要激发学生的学习兴趣以及为学生引领学习方向就教学结构而言， “以学生为中心”就是强调学生在教学结构中的中心地位 “以学生为中心”就是强调教学中“学”的第一性，更是对学生个体差异性的肯定与重视，强调教育要承认和重视学生个体差异对学习活动和效果的影响Constructivism learning theory thinks: teachers as one of education subject should not be completely according to their own intend to "tailor" students, and should fully respect the individual differences, according to their aptitude, fully develop individual potential and advantages. So in order to "student learning" as the center of the active teaching method is to give priority to in order to cultivate the students' interest, lets the student in interest driven by independent access to knowledge. In this case, the teacher is no longer the primary responsibility of the infusion of existing knowledge, but rather to stimulate students' interest in learning, and leading the study direction for the students. In terms of teaching structure, "student-centered" is the emphasis on students' central position in the structure of teaching. "Student-centered" is the primary emphasis on "learning" in teaching, but also to the student individual differences of affirmation and attention, emphasis on education must acknowledge and attach importance to the student individual differences in learning activities and effect. “以学生为中心”体现着“以人为本”的精神，因而张扬着人文主义精神和对个人价值、 尊严的尊重。

首先要树立尊重学生的教育理念应该“从尊重人出发，整合所有的教育因素，又回归人的发展，以此作为全部教育活动的轴心，并把它看作教育的出发点和归宿” 在尊重的教育中，人的发展是根本目的，尊重是贯穿在整个教育过程中的基本精神远程教育的基本理念是“以学生为中心” ，而“以学生为中心”的基本内涵就是尊重教育规律，尊重学生的主体地位，尊重学生在学习环境中的个体行为如果不尊重教育规律，不尊重学生个体，在教育中“以学生为中心”就无从谈起"Student-centered" embodies the spirit of "people-oriented", and thus make a humanistic spirit and respect for personal value and dignity. First of all to establish respect for students' education idea. Should be "based on respect for people, integrate all education factors, and return to human development, as the axis of all education activities, and put it as the starting point and end-result of education". In respect of education, human development is the fundamental purpose, respect is the basic spirit throughout the whole education process. Remote education is the basic idea of "taking students as the center", and "taking students as the center" is the basic connotation of respecting the rule of education, and to respect the principal position of students, respect students' individual behavior in the learning environment. If you don't respect the law of education, no respect for the individual students, the education of "student-centered" is impossible. 2.创设情境的原则2. The principle of establishing 建构主义强调学习的社会性、情境性。

它认为学习不是通过教师传授得到的，而是学习者在一定的情境中，借助他人的帮助，利用必要的学习资料，通过意义建构的方式获得的建构主义强调学习过程中对意境的创设，强调资源对意义建构的重要性Constructivism emphasizes the study of social, and situational. It don't think learning is obtained by teachers to teach, but learners in certain situations, with the help of others, using the necessary learning materials, through the way of meaning construction. Constructivism emphasizes in the learning process to the creation of artistic conception, emphasized the importance of resource construction of meaning. 建构主义的学习观认为：学习不是对前人总结归纳的知识的接受，而是学生在一定的真实情景中自我体验建构而来的。

比如真实性任务、基于问题的学习等因此真实情境的创设在学习过程中起着至关重要的作用，建构主义理论指导下的教学设计转向了学习环境的创设，注重培育，而不是设计Constructivism learning theory thinks that learning is not to accept the former classifies the knowledge, the students but in a real scenario self construction experience. Such as task authenticity, problem based learning, etc. So creation of real situation plays an important role in the learning process, under the guidance of constructivist theory of teaching design to the creation of learning environment, pay attention to cultivating, rather than design 在建构性的教学中，学生可以接触到的信息源空前扩展。

教师不是完全预先设定好的 学习内容的信息序列，而是要组织学生进行探索，学习活动会因此而超越教室的界限为了分析、思考某些问题，学习者可能要做现场测查和实验，或者到图书馆去查阅有关资料，查阅各种多媒体百科全书光盘，也可以通过、互联网等直接访问有关专家或实际工作者，所有这些信息都可能。