元教学研究引论  

An Introduction to Study of Meta-teaching

作　　者：陈晓端[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《陕西师范大学学报（哲学社会科学版）》2011年第1期150-155,共6页Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition)

基　　金：陕西省社会科学基金项目(07K001Z);教育部人文社会科学研究一般项目(09YJA880083)

摘　　要：元教学是基于元观点对教学的认识与反思,是关于教学的教学,是教师自己会教的教学,是一种基于教学思维、指向教学实践的意识性教学。元教学是对教学活动计划之针对性、实践之合理性、过程之有效性和结果之理想性的认识、检视与修正活动,它由三个基本的层面构成:一是对教学活动的自我明晰;二是对教学活动的自主表述;三是对教学活动的自我反思。元教学具有保持教学内部动力、帮助学生有效学习、促进教师有效教学、保障教师教学专业可持续发展、促进教学论发展与完善的重要功能。元教学在当前教学实践中的缺失,对课堂教师领会和掌握使学生明确教学过程、鼓励学生元思维、元学习、元认知等元教学策略的运用提出了迫切的要求。Meta-teaching means a perception and reflection of teaching on the basis of a view of elements,a teaching about teaching,a teaching to teach the teacher and a conscious teaching pointing to teaching practice based on teaching thinking.Meta-teaching aims at an ideal perception,inspection and revision of the specification of plan for teaching activity,reasonability of teaching practice and effectiveness and result of teaching process.It consists of three levels, including self-judgment,self-presentation and self-reflection of teaching activity.Meta-teaching plays an important role in maintaining the internal motivation for teaching,helping students to learn effectively,encouraging teachers to teaching efficiently,guaranteeing a sustainable development of teachers teaching and promoting advancement and completion of teaching theory.However,absence of meta-teaching in current teaching practice reminds us of an urgent demand for a teaching process to be understood and commanded by teachers for a good understanding on the part of students and application of such teaching strategies as meta-thinking,meta-learning,meta-cognition to be realized in students.

关 键 词：教学 元教学 元学习 

分 类 号：G40[文化科学—教育学原理]