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一边是升学压力的逼迫和社会功利的需求,课堂教学中“完成性”和“线性”特征依然明显,教学效率低下。另一边,随着新课程改革的推进,教与学的观念和方式正发生着变化,但有些课堂也呈现出形式大于内容的趋向:课堂提问过多,肢解了内容主体;辅助手段过多,弱化了教学主体;拓展角度过多,淡化了学科特质。那么,什么样的教学才能让新的教学观念转化为有效的教学行为,让课堂在走向生动与多样的同时又不丢失本真?处于转型期的中学课堂怎样才能建构起教学的现实有效性?多年来,重庆市第一中学一直行走在构建新型课堂教学生态研究的道路上,他们给出的回答是——激活教学场。
On the one hand, the pressure of perseverance and the demand of social utilitarianism, classroom teaching “completeness ” and “linear ” feature is still obvious, inefficient teaching. On the other hand, as the new curriculum reform progresses, the concepts and methods of teaching and learning are undergoing changes. However, some classrooms also show a trend of content greater than content: too many questions in the classroom and dismemberment of the main body of content; too many aids, Weakened the main teaching; too much to expand the angle, downplayed discipline characteristics. So, what kind of teaching can make the new teaching concept into effective teaching behavior, so that the classroom in the vivid and diverse without losing the true? In the transitional middle school classroom how to construct the reality of the effectiveness of teaching? Over the years, Chongqing No.1 Middle School has been walking on the road to constructing a new type of classroom teaching ecology research. The answer they gave was to activate the teaching field.