20世纪90年代以来“有效教学”研究述评  

Summary and Comment of Researches on Effective Instruction since 1990

作　　者：范蔚[1] 叶波[1] 

机构地区：[1]西南大学教育学院,重庆400715

出　　处：《重庆大学学报（社会科学版）》2010年第4期133-137,共5页Journal of Chongqing University(Social Science Edition)

基　　金：全国教育科学"十一五"规划2007年度教育部重点课题"新课程背景下教师的课程实施方式与有效教学的关系研究"(DHA070158)

摘　　要：文章采用内容分析法,以"有效教学"为关键词,从研究文献量与研究内容两个维度对中国期刊全文数据库和优秀硕、博士论文数据库进行检索分析。研究发现:1990年以来,"有效教学"研究的文献量逐年增大,研究内容主要围绕"有效教学"的内涵、影响因素、策略、评价及标准4个方面展开。在此基础上,文章展开了总结与反思,指出新课程改革背景下有效教学研究的发展方向。With content analysis as the method and effective instruction CNKI, CDFD content in the and CMFD data base, the study was carried out mainly through as the key word, searched through analyzing the number of articles and field. The search results show that the number of articles increased year by year. The definition, influential factors, strategies and standards are the four key issues in researches on effective instruction. With these as the bases, this article pointed out the tendency of the concerned researches in the course of the new round of curriculum reform.

关 键 词：有效教学 “有效教学”研究 内容分析 

分 类 号：G424.1[文化科学—课程与教学论]