如何打造一堂好课——基于前科学概念、课堂水平分层与教学时间观的思考  

How to Create a Good Lesson——Reflections Based on Prescientific Concept,Hierarchical Levels of Class and View of Teaching Time

作　　者：于海波[1] 

机构地区：[1]东北师范大学物理学院学科教育研究所,吉林长春130024

出　　处：《天津师范大学学报（基础教育版）》2013年第1期25-28,32,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：全国教育科学"十一五"规划课题"农村初中理科教师课程实施能力发展的行动研究"(EHA070261);东北师范大学教师教育研究基金规划课题"基于教师课程知识发展的教学行为优化研究"(DSJSJY20090212)

摘　　要：一堂好课的标准可谓仁者见仁智者见智,很难形成一个统一的标准。但在理论上与实践中人们又无时无刻不在描绘和构建个人对于一堂好课的理解。而对于一堂好课的理解彰显了个体对于教学理论和教学实践的本体理解、价值定位和实践追求。从前科学概念、课堂水平分层和教学实践观等三个维度来审视课堂教学活动,对一堂好课的理解便有所不同。What is the standard of a good lesson？ It is difficult to reach consensus to form a uniform standard. Even so, in theory and practice many people always try to draw and build a personal understanding of a good lesson, which highlights the individual ontology understanding, value orientation and pursuit in practice. The paper trys to look at the class teaching activities from three dimensions ： prescientific concept, hierarchical levels of class and teaching view of time, not only to make a personal construction for the three dimensions but also to give a personal understanding of a good lesson.

关 键 词：课堂教学 优质课 前概念 教学系统 教学时间观 

分 类 号：S642.4[农业科学—蔬菜学]