| “非预设性”语文课堂教学的实践与研究 |
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| 引用本文： | 徐瑛.“非预设性”语文课堂教学的实践与研究[J].宁波大学学报(教育科学版),2011,33(3):75-77. |
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| 作者姓名： | 徐瑛 |
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| 作者单位： | 宁波市职业技术教育中心学校,浙江,宁汶,315041 |
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| 摘 要： | 根据＂预设＂的含义,把语文课堂教学模式分为全预设性、半预设性和非预设性三类。基于以人为本的教学理念,把＂非预设性＂语文课堂教学模式分为四个阶段：准备阶段、交流阶段、辩论阶段和认同阶段,并提出在＂非预设性＂语文课堂教学中教师应该转变角色,增强人本意识和民主意识。
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| 关 键 词： | 语文课堂教学 预设 非预设 人本意识 民主意识 |
Practice and Research on Non-presupposition in Chinese Classroom Teaching |
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| XU Ying.Practice and Research on Non-presupposition in Chinese Classroom Teaching[J].Journal of Ningbo University(Educational Science Edition),2011,33(3):75-77. |
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| Authors: | XU Ying |
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| Institution: | XU Ying(Ningbo Vocational Education Center School,Ningbo 315040,China) |
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| Abstract: | Influenced by the concept of Presupposition,the author divides the present Chinese classroom teaching models into three categories: whole-presupposition,semi-presupposition and non-presupposition.The later,in the sense of human-centered educational conception,consists of four stages: preparation,communication,argument and agreement.The author,thus,proposes that teachers should change their roles in non-presupposition Chinese classroom teaching to highlight the human-centered consciousness and democratic awa... |
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| Keywords: | Chinese classroom teaching presupposition non-presupposition human-centered consciousness democratic awareness |
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