让课堂充满生命活力

在中小学，课堂是学校教育活动的主要场所，课堂教学是实现教育与教学目标的主要途径，课堂生活是学生在校生活的主要部分。在推进素质教育的今天，“从一定意义上说，课堂教学的实际质量与效果将直接关系到素质教育实施的成败。”以教师讲授为主要形式的课堂教学模式，在我国已有近百年的历史，它随着现代学校班级授课制的诞生而逐渐形成，通过新老教师的传习，在实践中形成了较为稳定的传统模式。尽管随着教学改革的开展，课堂教学有了不少新的组织形式，诸如开始注重学生的主动投入，由讲授式变为启发式或者讲练式等等，但在教师的教学观…     

让课堂充满生命的活力

根据叶澜教授提出的教育教学理念——课堂教育教学“活力”的形成取决于一种“权利”价值的转移，主张教师在课堂教学过程中让学生能自主地、主动地、创造性地学习，使学生真正成为学习的主体，使学生真正实现“生动活泼积极主动地得到发展”。     

论我国课堂教学交往的缺场与失当

尽管学界已普遍认同课堂教学的交往本体观,即课堂教学是一种特殊的交往活动,以交往的形态存在,但从课堂观察等实证研究来看,我国的课堂教学却严重存在着五大交往缺场或失当的现象单一而非多元、虚假而非真实、控制而非自主、“偏爱”而非平等、对抗而非和谐。因此,提升课堂教学交往的合理性,还课堂教学以交往的本真面目,还任重而道远。     

中学语文课堂教学之管见

在中小学语文课堂教学中,学习生字词、掌握知识性问题和文体规范成为教师偏重的教学内容。究其根源,是受到认识论的影响。存在论哲学启示语文教学:关注学生的情感和体验,让学生进入作品的艺术世界,理解文本所表达的情感和意义;感受语文学科性质,学会理解和表达“人的世界”。     

翻转课堂在我国发展的瓶颈及路向选择

翻转课堂作为新兴的教育理念及教学模式,为教师提供个性化教学平台,为学生提供个性化学习空间。学生通过课外的自主学习,课内的协作互动,掌握及内化知识。翻转课堂在我国的发展受固有的传统教育文化、教学条件的制约,有必要对其进行本土化改进,寻找适合我国翻转课堂教学的发展路向。通过对翻转课堂的理念及优势进行论述,深入剖析其在我国发展瓶颈,提出翻转课堂在我国的发展路向。     

我院课堂教学现状及对相关问题的思考

为了摸清学院教学情况,有的放矢地研究学院的教学改革,文章作者历时三个多月对学院各专业及各层次的教师进行了广泛的听（看）课,并与95％的教师进行了反馈交流,发现了一些问题,剖析了存在差距,特别是对办什么样的学院、办什么样的本科教育、培养什么样的本科及高职人才等重大问题进行了深入的思考。     

连堂课的科学探究教学实践与反思

连堂课科学探究教学的实施,可以有效地解决探究时间不足、探究不充分、探究流于形式等探究教学中易出现的弊端,有利于学生多方面科学素养的形成。在实施科学探究教学的过程中,要准确地把握探究的深度,尊重学生的主体性,激发学生的成就感,提高教师的专业素养。     

英语课堂教学中的教师提问与课堂互动

交互式教学理论认为教师在课堂教学过程中应该有认知信息乃至情感信息的交流与互动,教师只是学生与知识之间的中介者.而教师通过课堂提问可以鼓励学生参与语言活动,引起并促进课堂教学的互动性.本文拟从教师课堂提问的角度探讨教师应该提问什么、怎么提问,以促进英语课堂的互动式教学,从而促进学生对知识的理解.     

浅谈英语课堂活动的开展与设计——感悟新编高中英语教材

本着英语学科课堂教学既传授学生知识又发展学生智力的精神,教师应积极探索新教材,把握其编排新颖、涉及各种形式的英语活动的特点,并巧妙设计英语课堂活动以提高英语课堂效率。     

Theoretical,Political, and Pedagogical Challenges in the Feminist Classroom: Our Struggles to Walk the Walk

Abstract

The authors explore both theoretical issues in feminist pedagogy and the politics of the contemporary university classroom. They examine various intersections of gender, power, pedagogical theory, and academic discipline in order to bring greater attention to the struggle many teachers face in “walking the walk” as feminist teachers.     

Classroom Provocateurs and Ethical Classroom Practice

This article is based upon a larger study that considered three high school literature units in the US. Through a close analysis of one classroom discussion between a teacher and a provocative 8th grade student named Fish, I argue that it is not only ethically responsible to position the Fishes of this world as laudable, but that doing so is beneficial for critically focused English classes as a whole. Further, I argue that my reading of Fish as a provocateur can be productively transferred to other student‐provocateurs in our English classrooms who vex the smooth doing‐of‐school in different ways than Fish did.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. Wemay suggest strategies for dealingwith them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association for Science Education, Jawaharlal Nehru Planetarium, Bangalore.     

Classroom

In this article, I present arguments in support of teaching biology as one of the integrating natural science domains at the higher secondary school and the undergraduate levels and not as phylogenic group-based subdisciplines like botany, zoology and microbiology or functional subdisciplines like genetics and biochemistry. This is possible only if we conceptualize biology and try to understand its philosophical underpinnings.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.