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建构主义教育理论认为,知识是由学习者主动构建的,而不是被动地由外部注入的。这种积极的建构发生在与他人交往的环境中,是社会互动的结果。借鉴这种理论和主体性教育理论分析美术教学,我们认识到,有效的美术课堂教学是建立在学习的主体——学生积极参与课堂教学活动,主动理解教学内容的基础上的。我们把舞台交给学生,让一个个学生到前面来“慷慨激昂”造就了学生间聪明才智的互相传染。这不是老师一个人那块贫瘠的土地所能比拟的。学生智慧在这里充分地分享与传染,本身就是一种相互学习。这样学习的资源就不只是教师的一桶水,课堂上充满了教师和学生、学生和教师、学生和学生教学模式的转换,成为真正的亲密合作的伙伴。
Constructivism theory of education that knowledge is constructed by the learners initiative, rather than passively injected from the outside. This positive construction takes place in an environment of interaction with others and is the result of social interaction. Drawing lessons from this theory and subjectivity education theory to analyze art teaching, we recognize that effective art classroom teaching is based on the main body of learning - students actively participate in classroom teaching activities and take the initiative to understand teaching contents. We give the stage to the students, so that students in front of a “impassioned ” created a clever intelligence between students infected. This is not the kind of barren land the teacher can match. The wisdom of students to fully share and infect here is a kind of mutual learning. This learning resources is not just a bucket of water for teachers, the classroom is full of teachers and students, students and teachers, students and students to change the teaching model, a real partner for close cooperation.