国外积极课堂气氛形成理论及其对我国的启示  

Theories on Shaping Positive Classroom Atmosphere Abroad and the Inspiration for China

作　　者：吴晓义[1] 

机构地区：[1]华东师范大学教育科学学院,上海200062

出　　处：《外国教育研究》2007年第9期31-36,共6页Studies in Foreign Education

基　　金：全国教育科学"十五"规划课题"情境-达标式教学模式的理论与实验研究"(课题编号:FJB011590)。

摘　　要：以目标导向理论、和谐沟通理论和团体动力理论为代表的积极课堂气氛形成理论,是近年来在西方较有影响的课堂管理理论。其突出特点是尊重学生的人格、人性,主张通过形成积极的课堂气氛来激发学生的主动精神和促进教学目标的达成。与西方发达国家相比,我国在课堂管理的理论和实践方面都有较大差距,因此有必要借鉴国外积极课堂气氛形成理论来改革我国学校的课堂管理,使其成为师生乐于品尝和享受的共同成长和经验分享的过程。Positive classroom atmosphere theories ,especially goal directed theory,effective communication theory and group dynamics theory,have great influence in the west countries. Their outstanding features are respecting students＇ dignity,stimulating students＇ initiative and reaching teaching objectives at high quality through forming positive classroom atmosphere. Our country＇s classroom management theory and practice have a large distance with the west countries. So we should learn their advanced experience to reform our country＇s classroom management, try to make it be an enjoyable process of growing up and experience sharing for teachers and students.

关 键 词：课堂管理 国外 积极课堂气氛 

分 类 号：G642.3[文化科学—高等教育学]