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课堂教学行为问题是教育研究中一个永恒的课题。以教师课堂教学行为中的偏差与失误为论题,透过大量观察记录发现,在初中课堂教学中普遍存在着教学目标虚化,教学内容教条化,讲述、指导与教学反思行为缺失,低层次问答泛滥,自主、合作、探究形式化,课堂管理失控,以及学习评价分数化等行为偏差。在此基础上,从教师自身素质与学校制度两个层面对导致偏差产生的原因进行了探析。
Classroom teaching behavior is an eternal topic in education research. In the classroom teaching behavior deviation and mistakes as the theme, through a large number of observation records found that in the general teaching of junior high school teaching objective virtualization, teaching content of dogma, narration, guidance and teaching reflection of the lack of behavior, low-level questions and answers Flooding, autonomy, cooperation, formal inquiry, uncontrollable classroom management, and behavioral biases such as learning and evaluation scores. On this basis, the author analyzes the causes of deviation from the teachers’ own quality and the school system.