论有效教学的十个要义——教学设计的视角  

Ten Guideline of Effective Instruction——From the Perspective of Instructional Design

作　　者：盛群力[1] 

机构地区：[1]浙江大学教育学院

出　　处：《课程．教材．教法》2012年第4期13-20,共8页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学“十一五”规划课题“教师教学设计能力研究——标准研发、模型构建与培养途径”成果之一,项目批准号10YJA880099

摘　　要：从教学设计的视角看，有效教学的基本要义涉及促进一般发展与特色发展相得益彰，共同发展与差异发展协调平衡；形成知己、知事与知人相统一的专长；实现可应用于具体学科领域的一般原则或策略的具体迁移；强调学习中生成意义，以满足学习本质上内外协调、表里贯通的要求；坚持学教统一，调动师生两个方面的积极性，努力做到从扶到放、扶放有度，逐渐撤除支架，同时致力于创设友好的学习环境，使之物理环境宜人、心理环境舒畅与技术环境通达；教学时应面向完整任务，聚焦解决问题，通过整体设计与有序设计的结合，真正实现教学目标、教学方法和教学评估三者匹配一致。From the perspective of instructional design, the guideline of effective instruction involves promoting mutual complement of general development and individuality development, and accordant balance of jointly development and different development; forming consistent expertise of ＂know self＂, ＂know task＂ and ＂know others＂; achieving practical general principle or specific transfer of knowledge to be used in concrete subject fields; emphasizing meaning generation during learning process to meet the demand of intrinsic and extrinsic unity of learning essence. It also requires insistence in integration of learning and teaching to mobilize the initiative and enthusiasm of both teachers and students. Meanwhile the guideline also devotes to create a friendly learning environment, including pleasant physical environment, safe psychological environment and accessible technological environment. Last but not the least, the guideline needs to be oriented towards a whole task and focused on problem solving. By the combination of systematic design, instructional objectives, instructional method and instructional evaluation can be genuinely matched up with each other in conformity.

关 键 词：有效教学 教学设计 教学要义 教学原理 

分 类 号：G42[文化科学—课程与教学论]