教学过程是一个复杂的双边活动的动态过程。这个动态过程的可控程度往往反映了教师驾驭课堂的能力,及其能否按照既定的目标完成教学任务的一个标志。因此,我们就不能不从控制论的角度对教学过程控制的典型方式和常用方法作一些理性的分析,以期 The teaching process is a dynamic process of complex bilateral activities. The controllability of this dynamic process often reflects the teacher’s ability to control the classroom, and whether it can achieve the task of teaching in accordance with the established goals. Therefore, we must make some rational analysis of the typical ways and common methods of teaching process control from the perspective of cybernetics.