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[1]?i#ˉ.á
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±?[M].{ó?,r.?:|
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[2]?ê
=SvD?a",süvD?a".C}Z''á
¨)?a
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,
1980:201.
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,1982:50.
[4]Q,D.D ￥ y á)))<_?[M].ò?,r1
?:?a SD?
,2004:48.
[5]?a)))??c?[M]. ó?S? SóF?9??
ó S,r1?:?a SD?
,1996:84.
[6]
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,2001:41.
[7]f?. [?D?D
?[M].
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Z?a?
,2000:
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[8]
Fx.?Dh ?D[M].éì:μ2?a?
,1999:
321.
DialogueTeaching:TeachingforThinking
LVXing2yu
(DepartmentofPedagogy,EastChinaNormalUniversity,Shanghai200062,China)
Abstract:Thevalueofthinkingcannotautomaticallybecomereality;itneedseducationpsinstruction
tofullyrealizeitsfunction.However,thetraditionalteachingtakesthecontentasthecenter,leaving
thinkingaside.Itsrootliesintheconfusingofthedifferenceofthelogicofprocessandresultofthinking.
Thedialogueisawayofteachingforthinking,thecoreofwhichistheeffectiveinquiry.Theeffectivein2
quiryisthatthequestiondoesnotonlyincludethecontent,butalsoincludesomekindofspecificpsycho2
logicaloperationwhichissupposedtoguideandfacilitatethethinkingprocessofthestudentwhentheyan2
swerthequestions.Meanwhile,theeffectiveinquirymeansthatteacherasksquestionbasingonstudentps
reply.Studentisrequiredtoreconsiderhisformeranswertoexplain,confirmandsupporthisownthink2
ing.
Keywords:teachingtheory;thinking;dialogueteaching;effectiveinquiry
(3?IR??)
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