中西方教学模式摘要

内容摘要

在传统的教学模式中，教师是教学活动的中心，是教学活动的主体，是知识的传授者，学生是知识的接受者，媒体是教的工具，教材是教的内容，课堂则是提供给教师表演的舞台。而西方的建构主义教学模式强调以学生为中心，而且要求教师要由知识的传授者、灌输者转变为学生主动建构意义的帮助者、促进者。中西方教学模式各有其教学特点和弊端，本着对学生负责的态度，教学模式应该进一步改进以适应新时代发展的要求。

本文对中西方教学模式进行了对比研究，发现传统的教学忽视了学生的主观能动性, 教师把知识灌输给学生, 学生是被动接受者。而西方教学模式则认为, 学生是学习的主体，知识不是通过教师传授得到, 而是学习者在一定的情景下, 通过和教师、同学的协作、会话, 利用各种学习资源, 最后实现教学目的。作者创新的提出打破传统教学模式，认为正确的教育思想应当即不是“以教师为中心”，也不是“以学生为中心”，而是既要充分发挥教师的主导作用，又要突现学生在学习过程中的主体地位，即要“主导——主体相结合”。

关键词: 教学模式；中国传统教育模式；西方建构主义

Abstract

In the traditional teaching mode, the teacher is the center of teaching activity, the subject of teaching activities and the giver of the knowledge, but the student is the recipient. Media is teaching tools. Textbook is the teaching content. Classroom provides the stage for teachers to show themselves. However, western constructivism teaching mode emphasizes the student-centered. It required teachers should change the status, from knowledge of migrants, instilling into helper, promoters for the

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students actively constructing meaning. Chinese and western teaching mode have its teaching characteristics and disadvantages , adhering to the student responsible attitude , and teaching mode should be further improved to meet the requirements of the development of new era.

This paper makes a comparative study about Chinese and western teaching mode, founding that traditional teaching ignores students' subjective initiative, and the teacher instills students with knowledge, who are passive recipients. On the contrary, western teaching mode has argued that students are the main body in study. Knowledge is not acquired through teacher’s teaching. It widely accepted that teachers and students should set up close cooperation, with each other through conversation and other classroom activities to realize the goal of teaching. The correct ideological education should be neither \"teacher-centered\but can leave enough space not only for teacher to play his leading role but also for students to monitor their own study, which can be called as \"dominant - subject\" combination.

Key words: Teaching mode; the traditional teaching mode; constructivism

Contents

1.Introduction………………………………………………………………………1

2. The Traditional Teaching Mode………………………………………………1

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2.1 The origin and development of traditional teaching mode……………………1

2.2The teaching features of traditional teaching mode……………………………2

3. The Western Constructive Teaching Mode…………………………………3

3.1 The origin and development of western constructive teaching mode…………3

3.2 The teaching features of western constructivism………………………………4

4. The Comparative Study of Chinese and Western Teaching Mode……8

4.1 The contrast of role………………………………………………………………8

4.2 The contrast of classroom environment…………………………………………9

4.3 The contrast of teaching design…………………………………………………10

4.3.1 The content and processes of Chinese traditional teaching design…………10

4.3.2 The content and procedures of western constructivism teaching design……11

4.4 The contrast of teacher-student relationship…………………………………13

4.5 The contrast of teaching idea……………………………………………………14

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4.6 The contrast of classroom efficiency……………………………………………15

4.7 The contrast of exam answer centralization and pluralism …………………16

4.8 The contrast of the results of analysis…………………………………………16

5. Conclusion…………………………………………………………………………17

References

Acknowledgements

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