课堂教学功能的社会期待  

Social Expectation of Classroom Teaching Function

作　　者：丁瑜 丁梦阳[2] 

机构地区：[1]常熟市社科联,江苏常熟215500 [2]南京师范大学教育科学学院,南京210097

出　　处：《常熟理工学院学报》2007年第6期19-22,共4页Journal of Changshu Institute of Technology

摘　　要：对课堂教学社会功能的认识,一般都立足于主流文化和教育目的的理论推导。本文则从不同主体对课堂教学功能的主观期待去探讨研究,分析三类主体对课堂教学功能社会期待的具体内容及其主观价值上存在的异同,指出了三类主体对课堂教学功能期待的各种价值倾向性,据此总是要提出一些改善课堂教学效果的建议。The knowledge about the social function of classroom teaching is generally based on the theoretical deduction of mainstream culture and educational goal. This essay analyzes the specific content of three kinds of subjects＇ social expectation of classroom teaching function and the differences and similarities of subjective value among them ,meanwhile points out their value tendency to expectation of classroom teaching function.

关 键 词：课堂教学 社会功能 期待差异 期待倾向性 

分 类 号：G42[文化科学—课程与教学论]