| 教学设计小议 |
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| 引用本文： | 张家.教学设计小议[J].大学教育科学,2006,6(6):107-109. |
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| 作者姓名： | 张家 |
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| 作者单位： | 湖南涉外经济学院,湖南,长沙,410205 |
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| 摘 要： | 给人留有较大想象空间的对象，往往令人感兴趣。据此，教学在引导学生由未定论向定论过渡、由实然向应然过渡的过程中，就须充分把握人的这种喜爱自由的本性，适时地促进迁移。从或然开始引导，让学生从中发现实然，而转向应然，教学则成为了艺术，因此学问常从学“问”开始。在教学中唤起学生的感悟，以螺旋的方式引导学生在进入应然之后必要地回归，教学艺术则达到了更高的层次。
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| 关 键 词： | 教学 应然 实然 或然 艺术 |
| 文章编号： | 1672-0717（2006）06-0107-03 |
| 收稿时间： | 2006-10-24 |
| 修稿时间： | 2006年10月24 |
A Discussion on Teaching Design |
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| ZHANG Jia.A Discussion on Teaching Design[J].University Education Science,2006,6(6):107-109. |
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| Authors: | ZHANG Jia |
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| Abstract: | People are always interested in the object which can arouse their imagination.So in the teaching process of guiding students from the undecided theory to the decided theory and from the being to the will-be,a teacher should hold the nature of people's loving liberty and promote the transfer timely.If teaching can begin with probability,guide students to find out the being and to turn to the will-be,the teaching becomes art.So learning often begins with "asking questions". If teaching can arouse students to comprehension,guide students by the means of spirality into the will-be and then return necessarily,the teaching art will reach a higher level. |
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| Keywords: | teaching will-be being alternative art |
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