发展性课堂教学决策有效性的归因与策略探析  

Development of classroom teaching decision-making effectiveness of attribution and strategies

作　　者：赵军[1] 张建明[1] 

机构地区：[1]南通市通州区刘桥中学,江苏南通226363

出　　处：《教学研究》2012年第4期107-110,124,共4页Research in Teaching

基　　金：江苏省教育科学"十一五"规划课题(C-b/2009/02/023)

摘　　要：教学决策有效性作为教学有效性的组成部分,不仅使教学变得"更完美"而且"更合适"。其内涵为教师在充分尊重学生差异的基础上,有效选择适应学生发展的教学方法与方案,鼓励学生主动参与、合作学习,从而使学生在课堂学习过程中体验、理解、快乐,同时掌握学习方法、提高学习能力,逐步形成正确的情感态度与价值观。本文探讨了影响发展性课堂教学中教学决策有效性的因素、实施的策略并尝试建构教学决策的有效模式。The teaching effectiveness of decision making as the teaching effectiveness of the part,not only make the teaching become more 'perfect' and more 'suitable',its meaning for teachers to fully respect the students' differences on the basis of students' development,the effective choice of the teaching method and the teaching plan,encourage students' active participation,cooperative learning,so that students learn in the classroom process experience,understanding,happy,at the same time to master the study methods,to improve the ability of learning,and gradually formed the right emotional attitude and values.This paper examines the impact of the development of classroom teaching effectiveness of decision-making factors,implementation strategy and try to construct an effective mode of teaching decision.

关 键 词：发展性课堂 教学决策有效性 归因 策略 教学决策模式 

分 类 号：G632.0[文化科学—教育学]