教学制度的结构考察  

An Investigation into the Structure of Teaching System

作　　者：吉标[1] 

机构地区：[1]山东师范大学教育学院,山东济南250014

出　　处：《教育理论与实践》2012年第6期57-60,共4页Theory and Practice of Education

基　　金：山东省教育科学"十一五"规划重点课题<社会转型期农村薄弱学校改造研究>(课题编号:2010JZ114)的系列研究成果之一;山东师范大学教育学原理国家重点(培育)学科经费资助

摘　　要：教学制度是对教学生活的制度安排,主要由不同层次的教学规则构成。教学规则有正式的,也有非正式的。学校教学常规和课堂纪律体现了核心的教学价值观念,反映了学校教学活动的基本准则、规范和要求,它们是正式的教学规则。非正式教学规则主要体现为教师的教学习惯和课堂仪式。教师的教学习惯往往隐藏在教师的观念背后,是无意识的、"没过脑子"的,但却深深地影响甚至决定着教师的教学行为。课堂仪式也是一种课堂"潜规则",它对教学活动和师生的课堂行为也具有同样的约束力。Teaching system is the institutional arrangement of teaching life, which is made up of different levels of teaching rules. There are formal and informal teaching rules. Teaching practices and classroom disciplines are formal teaching rules, which reflect the core values of teaching, and the school＇s basic guidelines and specific requirements. The informal teaching rules are always reflected as teachers＇ teaching habits and classroom ceremonies. Teachers＇ teaching habits are often hidden behind the teachers＇ concepts, and they are unconscious and ＂brainless＂, but they deeply affect and determine the behaviors of teachers. Classroom ceremonies are also the ＂hidden rules＂ in the classroom, which can restrain the teaching oractices and teachers＇ and students＇ activities in clnssrooms.

关 键 词：教学制度 正式教学规则 非正式教学规则 教学习惯 

分 类 号：G420[文化科学—课程与教学论]