有效教学的价值取向:从“效”与“学”转向“教”与“学”  

Effective teaching:changes "effect" and "study" the value to orientation "teaches" and "study" the capital condition

作　　者：刘德汞[1] 李广洲[1] 

机构地区：[1]南京师范大学课程与教学研究所

出　　处：《南阳师范学院学报》2008年第6期81-84,共4页Journal of Nanyang Normal University

基　　金：河南省教育科学"十一五"规划重点课题(2007-JKGHAZ-124)

摘　　要：有效教学是教学过程的永远的诉求,国外对有效教学的研究,既有理论的探讨,也有实践的实施。国内学者立足课堂教学,从多方面展开了对有效教学的理论和实践研究,但由于在有效教学内涵的认识上的偏差,研究存在着"表面化"、"浅化"、"偏化"和"简单化"的不良倾向,致使有效教学研究的价值不够明确。教学是无中心的,教与学是不可截然分开的,有效教学是一个动态的转化过程,其重点不在"教"和"学",而在强调"有"与"教",要从单纯注重"效"与"学"的价值取向中解放出来,转向追求教与学自然平衡的教学状态。The effective teaching is the teaching process forever demand, overseas to effective teaching research, both has the theory and discussion, and have the practice in implementation. The domestic scholar bases the classroom instruction, having variously launched to the effective teaching theory and the practice research, but because in the effective teaching connotation understanding deviation, the research has ＂the surfacing＂ , ＂ shallowly melts＂ and ＂the simplification＂ undesirable tendency, causes the effective teaching research the value insufficiently to be clear about. The teaching is centerless, teaches with study is may not clearly separated, the effective teaching is a dynamic conversion process, with emphasis not on ＂effect＂ and ＂study＂, but emphasizes on ＂having＂ and ＂teaches＂, needs to choose from the pure attention on ＂effect＂ and ＂study＂ to the value orientation liberates, changes the pursue to teach with study the balance of capital teaching condition.

关 键 词：有效教学 有效教师 教师特性 教学行为 

分 类 号：G420[文化科学—课程与教学论]