作　　者： ;

机构地区： 华南师范大学文学院

出　　处： 《科教文汇》 2014年第14期166-166,194,共2页

摘　　要： 2012年,在番禺区教育局的大力提倡下,"研学后教"理念广泛应用于中学语文课堂中。与传统课堂相比,"研学后教"下的语文课堂性质发生了很大的变化,它是以学定教,教在学之后,教在关键处。但由于这种教学改革还处于初步探索阶段,还没有形成系统理论,本文针对"研学后教"语文课堂中的突出问题,甄别"研学后教"理念指导下的教学建模中的不足,为构建生动、活力、和谐的语文课堂教学模式提供教学改进的建议,推进"研学后教"的有效实施,做出更多开拓性的教育探索。 In 2012, vigorously advocated by Panyu District Bureau of Education, the concept of ＂teaching after research and study＂ was widely applied in middle school Chinese language classes. Compared with traditional classes, the property of Chinese language classes under the concept of ＂teaching after research and study＂ has changed greatly, as it determines teaching by learning and the teaching is implemented with set targets. But this teaching reform is still at the preliminary stage of exploration, and systematic theories have not formed. In view of the outstanding problems in the Chinese language classes based on ＂teaching after research and study＂, this paper analyzes the shortcomings of teaching modeling guided by the concept of ＂teaching after research and study＂, and proposes suggestions on teaching improvement in order to construct a vivid, energetic and harmonious Chinese language classroom teaching model, so as to impel the effective implementation of ＂teaching after research and study＂ and make more pioneering teaching explorations.

关 键 词： 研学后教 中学语文课堂 问题 建议

领　　域： [文化科学—教育学]