教学失误,作为一种课堂现象,具有这样几类品质:首先,它是普遍存在的,有教学就有失误,如果教师在一堂课下来没有意识到自己的失误之处,那么这堂课的质量就值得怀疑;其次,它更多地发生在教学细节的处理上,重大的教学事故毕竟少见,但教师在细微处的失误时有发生,这是因为事前的教学设计相对于课堂实情总存在滞后性,动态的课堂会使教学设想在实施中出现偏差乃至错误;第三,它具有隐秘性,大多数教学失误并非一览无遗,而是存乎教师一心,被学生指出的教学失误往往是次要的,可以及时挽救或纠正,但真正的失误只能由教师自己察觉,在这种情况下教师会自己跟自己开会,是纠正还是隐瞒,不同的教师将会有不同的态度。显然,教学失误为我们认识教学的本质提供了全新的视角,对教学失误的关注与探讨,将有助于我们发现提高课堂教学质量的新的途径。它较之于简单地追求教学完美,一切从完美的角度来探讨教学问题的做法,具有更为切实的研究价值。 Teaching mistakes, as a kind of classroom phenomenon, have such several qualities: First, it is ubiquitous and there are mistakes in teaching. If teachers do not realize their mistakes in one lesson, then the quality of this lesson It is doubtful; secondly, it occurs more in the processing of teaching details. Major teaching accidents are rare after all. However, mistakes made by teachers in subtle areas often occur. This is because the prior teaching design always lags behind the actual situation in the classroom. Sexual and dynamic classrooms can make teaching ideas appear biased or even mistaken in implementation. Third, it is secretive. Most teaching mistakes are not at a glance but are at the heart of teachers. Teaching errors pointed out by students are often secondary. Yes, they can be rescued or corrected in time, but the real mistakes can only be perceived by the teachers themselves. In this case, the teachers will meet with themselves and correct or hide. Different teachers will have different attitudes. Obviously, teaching mistakes provide a new perspective for us to understand the nature of teaching. Concerns and discussions on teaching errors will help us discover new ways to improve classroom teaching quality. It has more practical research value than simply pursuing teaching perfection, and teaching everything from a perfect perspective.