新课程三维目标与深度教学-兼谈学生情感态度与价值观的培养-姚林群

31520115CURRICULUM,TEACHINGMATERIALANDMETHODVol.31,No.5May,2011———兼谈学生情感态度与价值观的培养姚林群,郭元祥(,430079):新一轮基础教育课程改革提出了知识与技能、过程与方法、情感态度与价值观这一三维目标。但是,三维目标的落实情况并非很理想,情感态度与价值观目标的实现成为了一大“难点”。这跟知识教学流于表层的符号教学大有关系。深度教学倡导教师借助一定的活动情境带领学生超越表层的符号知识学习,进入知识内在的逻辑形式和意义领域。深度教学在教学目标、教学内容、教学方式和教学结果方面具有不同于传统教学的特征,有助于情感态度与价值观目标的达成。深度教学的实现,需要在知识观、教学价值取向、教学过程及教师角色方面进行相应的调整和改变。:三维目标;情感态度与价值观;深度教学:G423.07　:A　:1000-0186(2011)05-0012-06＊。:2010-11-18:(1981—　),,,2008,;,,,、,,。,、,“”“”,,。,,,,、、,。《(2010—2020)》((《》),“、”;“”。《》,,,,、、,。,“”。,,,。、“、、”,,“·12·,,。”,,,。,,,“”,“”。,、,,。,“”。,,,。,,,、、。,。:“,,`',。`',,,,、。,。”[1],。,:“”,,,。。,,,。“,,”。[2]“,`'`',`'`、、'”。[3]“”,“”,,,“”,“”。,,:,。,?,“”?,:?,?,,,。“”。、:,。?,?(一)深度教学的内涵“”,,,,。,,·13·。,、、,,。,。,:,,“”;,,;,、,,、、。[4]。“”、“”。、,、,、,“”,。、,,、、。,“、、,。”[5],,“”,,,“”。,,,、。,“”,,,,。,“”。、,,“,,、、。”[6],,,、。(二)深度教学的特征,,,,。,。,,。,、、、,“、、、,”。[7],、、。,、、,,、、,。,,。、、,“”、“”。,“”,,,“”“”。,,·14·,,,,,、,“”“”。,,。“”,“”。、、,,、。,、、、,、,、。,、,、、,。,、,、、。,,。“,。”[8],,,,,。,,,,,,。,,,“”、“”。,。、,,。,?,。(一)课程知识观:从“静态的本体论”转向“动态的主体论”“,,`',。”[9],,,、、、、。,“,,。”,、、,、、。,,“”,“”、“”、“”。,,“”“”。,、,,“”、“”。,、,,。,“”,,、、,、、,、、,。(二)教学价值取向:“价值中立”转向“价值负载”,,“”,·15·,。,,。,,。,,,、、、。,:“(devalue)(demoralizing),,。”[10],“,,,。”[11]“”,[12]。,,“”“”,,,、。(三)教学过程:“预设性”转向“生成性”,。,“—”,、,、“”。、,、,、,、。,、。,、,。,“。,,,,。”[13],、、,、。,,,、,,、。、,、、、。,“”“”,,。(四)教师角色:“知识传递者”转向“价值引导者”“”,,、。,。,,、,“”“”。“”,、,、。,“`'、,”。[14],,。,“,。……,。”[15],,。,,“”“·16·”。,,。,、。,,、、。、,,。:[1].[M].:,2008:190.[2].:[J].,2008:9.[3].[J].,2004:5.[4].、[J].··,2009(11).[5].[J].,2010(1).[6].[J].,2010(8).[7].———[M].:,1996:195.[8].[M].,.:,2000:233.[9].[J].,2005(2).[10].[M].:,2004:31.[11].:[J].,2004(6).[12]·.()[J].,2003(5).[13].[M].,.:··,1991:24.[14].[J].,2007(7).[15]·.[M].,.:,2003:10.(:)ThreeDimensionalObjectivesoftheNewCurriculumandDeepTeaching—TogetherwiththeCultivatingofStudents'Emotion,AttitudeandValueYAOLin-qun,GUOYuan-xiang(SchoolofEducation,HuazhongNormalUniversity,WuhanHubei430079,China)Abstract:Thenewroundreformofbasiceducationhascomeupwiththethree-dimensionaltarget,includingknowledgeandskill,procedureandmethod,emotion,attitudeandvalue.However,therealizationofsuchthreeobjectsisnotveryideal,especiallytheimplementationofemotion,attitudeandvalue.Itismainlybecausethattheknowledgeteachingismerelyfocusedonthesymbolteaching.Thedeepteaching,onthebasisofcriticizingandreflectingonthetraditionalknowledgeteaching,proposesthattheteachersshouldbringthestudentstothefieldoflogicandmeaningofknowledgebymeansofsomecontextualactivities,beyondthesymbolknowledgelearning.Comparedtothetraditionalteaching,thedeepteachingshowssomespecialfeatureswithrespecttoteachingobjectives,teachingcontents,teachingmethods,andteachingresults,whichishelpfultotherealizationofemotion,attitudeandvalue.Toachievethedeepteaching,weshouldmakecorrespondingadjustmentandchangewithrespecttotheoutlookofknowledge,teachingvalueorientation,instructionalprocess,andtheroleofteachers.Keywords:threedimensionalobjectives;emotion,attitudeandvalue;deepteaching·17·