“先学后教”教学模式的实践误区及其反思-《集美大学学报（教育科学版）》

文章信息/Info

Title:: The Teaching Model of “teaching after study” Practice Misunderstanding and Reflection

Author(s):: GUO Ming-jing; ZHANG Rong-wei; (College of Education, Fujian Normal University, Fuzhou 350117, China)

Keywords:: first teach after learn; teaching after study; practice misunderstanding; reflection

摘要:: “先学后教”是对“先教后学”教学模式的突破，其核心旨意在于培养学生的创新精神和实践能力，因而特别强调自学、启发、对话，使学生真正做到会学、乐学。需要警惕的是，由于没有把握“先学后教”的精神主旨，实践中出现了绝对化、技术化、工具化倾向。作为有效教学的一种重要模式，“先学后教”应当在继承“先教后学”合理内核的基础上不断完善和超越。

Abstract:: “Teaching after study” is a breakthrough from “learning after teaching” and its core purpose is to train students’ innovative spirit and practical ability, and thus do not emphasize learning, inspiration, dialogue, so that students will be happy to learn. In teaching practice, many workers do not fundamentally grasp the “teaching after study” the core intention, inevitably fall into absolute, technical, practical tools tendency misunderstanding, and eventually the value is missing. In order to better reflect the development as a teaching model, which itself is in developing and changing, the practice should continue to learn from other theories of rational kernel improve the innovation.