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近些年来,人们已日益重视复式教学的研究,但一般多从摆脱我国农村教育困境的角度进行探讨,或仅从我国现有的复式教学模式予以解析。其实,复式教学是一个世界性的教研课题,是一个颇具教育心理学理论价值的课题。有鉴于此,我们应该以开阔的视野,重新审视复式教学,从而把复式教学的研究引向深入。首先,复式教学的存在与发展不是我国独有的现象。现有的资料表明,复式教学在不发达国家、中等国家以及发达国家都是存在的。根据联合国教科文组织亚太地区办事处报告:印度仅“一人一校”的复式小学就有18万多所,占全印小学总数的34％;印度尼西亚大部分省规定,凡在校学生在百人以下的学校都施行复式教学;菲律宾、泰国、马来西亚、巴基斯坦、尼泊尔普遗存在复式学校;在澳大利亚,仅北澳地区就有复式小学170所,在校生35000多人;南朝鲜现有2％的学校为复式小学,其中二级复式占81％;日本现有小学复式班7893个,占小学班级总数的2.5％,令
In recent years, people have paid more and more attention to the study of compound teaching. However, they usually study from the perspective of getting rid of the plight of rural education in our country or only from the existing double teaching model in our country. In fact, the compound teaching is a worldwide teaching and research project, which is quite a topic of theoretical value of education psychology. In view of this, we should review the double teaching with an open field of view, so as to further study the double teaching. First of all, the existence and development of multiple teaching is not a unique phenomenon in our country. The available information shows that double teaching exists in underdeveloped countries, middle-level countries and developed countries. According to the report of UNESCO Asia-Pacific Regional Office, India has more than 180,000 duplex primary schools, accounting for 34% of the total number of primary schools in India. Most of the provinces of Indonesia stipulate that all students in schools below 100 Schools in the United States carry out double teaching; there are duplex schools in the Philippines, Thailand, Malaysia, Pakistan and Nepal; in the case of North Australia alone, there are 170 elementary and secondary schools with more than 35,000 students; 2% of schools in South Korea For the secondary school, of which 81% of the secondary complex; Japan’s existing secondary school 7893 double classes, accounting for 2.5% of the total primary school classes, so that