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随着教学改革和新课程改革的不断深化与发展,学生和教师的各自发展开始受到人们的普遍关注。教师的生存状况、教师的权利和地位等都得到关注,而教师的教学自由却还有很多人没有意识到,没有充分发现其价值。本文在了解自由含义的基础上进一步了解了教学自由的内涵,其没有固定的涵义,许多学者对教学自由做了一些解释,如石中英关于教学自由范围的划分等。在通过对中小学教师的教学自由的现状做了简要介绍后,发现教学自由受到了内在因素和外在因素两大方面的限制和影响。为了增强教师的教学自由,本文从教师、学校两个方面提出了一些保障措施。
With the continuous deepening and development of teaching reform and new curriculum reform, the respective development of students and teachers has begun to attract the widespread attention of people. The living conditions of teachers, the rights and status of teachers are all paid attention to, but there are still many people who do not realize the teaching freedom of teachers and do not find their value fully. This article further understands the connotation of teaching freedom on the basis of understanding the meaning of freedom, which has no fixed meaning. Many scholars make some explanations on teaching freedom, such as the division of the scope of teaching freedom by Shi Zhongying. After making a brief introduction of the current situation of teaching freedom for primary and secondary school teachers, I found that teaching freedom has been restricted and influenced by two major aspects: internal factors and external factors. In order to enhance teachers’ freedom of teaching, this article puts forward some safeguards from two aspects: teachers and schools.