“有效教学”中教师的教学责任  

Rethinking on Teacher's Teaching Responsibility in"Effective Teaching"

作　　者：刘万海[1] 李倩[2] 

机构地区：[1]辽宁师范大学教育学院,副教授教育学博士大连116029 [2]大连交通大学土木与安全工程学院,研究实习员大连116028

出　　处：《教育发展研究》2009年第15期55-59,共5页Research in Educational Development

基　　金：张华教授主持的上海市曙光计划项目"重建课堂教学的理论与实验研究"的系列成果之一

摘　　要："有效教学"研究始于20世纪上半叶,由于研究方法论的先天不足,加剧了当代教学实践中的"有效性"的悖论。兼顾有效性与责任是未来"有效教学"变革的方向,而教师的教学责任担当又是确保教学"有效性"的关键。教师的教学责任体现为两种不同形式,并相应生成两种不同的教学责任观。当前教师亟待由功利论责任观走向生命价值论责任观、加强儿童与教学研究、创建自由的教学文化,以及确立全纳的教学观。为此,需要从责任观的重建、责任能力的提升及优化责权统一的外部环境等方面拓展教师的教学责任空间。The ＂effective teaching＂ research, which started from the first half of 20th century, aggravates the ＂effectiveness ＂ paradox in contemporary teaching practice because its methodology has some congenital deficiencies. The effectiveness and responsibility are goals of future teaching reform; meanwhile, teacher＇s teaching responsibility is the key element to guarantee the effectiveness of teaching. The teaching responsibility consists of two different forms, and these two forms correspondingly generate two kinds of responsibility view of teaching. Cun＇ently, teachers are urgent to reconstruct their responsibility view from utility to the value of life, to enhance children and teaching research, to construct free teaching culture, and to establish inclusive teaching view. Therefore, it need broaden teacher＇s responsibility space from external environment such as the reconstruction of responsibility view, the enhancement of responsibility, and the improvement of unified responsibility and right.

关 键 词：有效教学 教师 教学责任 

分 类 号：G420[文化科学—课程与教学论]