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在以核心素养为纲的新一轮高中课程标准修订中,“思维发展与提升”被确定为语文学科核心素养之一。思维发展离不开问题,问题是思维的目标、动力,也是思维的产物。教师在课堂教学活动中的问题处置行为及其价值取向会对学生的思维发展产生影响。本研究以北京市A高中语文课堂教学实录及相关教师和学生为研究对象,采取课堂观察法、问卷调查法和访谈法,从实践层面考察了当前教师问题处置的流程、特征、价值取向及其成因。研究发现,问题处置存在教师操控、效率为先、视野狭隘、方法机械、取向功利等问题,对学生独立思考能力、批判性思维和创造性思维的发展产生了消极影响。这些现象的产生不仅与教师个人的专业素养有关,更与当前语文课程设置和课堂教学评价方式密切相关。
In the revision of a new round of high school curriculum standards based on core literacy, “Thinking Development and Promotion” was identified as one of the core literary qualifications. Thinking is inseparable from the development of the problem, the problem is the goal of thinking, motivation, but also a product of thinking. Teachers in the classroom teaching activities in the problem of behavior and value orientation will have an impact on the development of student thinking. This study takes Beijing A high school Chinese class teaching record and related teachers and students as the research object, and adopts the methods of classroom observation, questionnaire and interview to examine the current teacher’s problem disposal process, characteristics, value orientation and their Cause. The study found that problems such as teacher control, efficiency first, narrow vision, method mechanics and orientation utilitarianism have a negative impact on the development of students’ independent thinking, critical thinking and creative thinking. The emergence of these phenomena is not only related to the professional qualities of teachers, but also closely related to the current Chinese curriculum and classroom teaching evaluation methods.