病态课堂产生的原因及对策——基于生态学的思考  

On Cause and Strategy of Pathological Class——Based on Thought of Ecology

作　　者：孙芙蓉[1] 

机构地区：[1]温州大学教师教育学院,浙江温州325305

出　　处：《课程．教材．教法》2013年第6期28-33,共6页Curriculum，Teaching Material and Method

基　　金：全国教育规划2011年度教育部重点课题"中等职业教育健康课堂生态系统研究"(课题编号:GJA114009)阶段性研究成果

摘　　要：从生态学的视角审视课堂,当前课堂存在着三种典型"病态":结晶态课堂、富营养型课堂和脆弱性课堂;产生的原因依次是:活力不足、结构不良和恢复力低下;可以通过构建健康课堂的理论模型、发挥师生主体自觉、联合外部因子等对策来诊治课堂病态,构建健康课堂。From the angle of ecology, class in the present has three typical ＂pathological＂ styles： crystalline state class, over-nutritious class and fragility class. Their causes are successively lack of vigor, defect of structure and low resilience. The healthy class should be built, by means of construct theoretical model of healthy class, develop the consciousness of students and teachers, combine the external factors, and other strategies.

关 键 词：健康课堂 病态课堂 结晶态课堂 富营养型课堂 脆弱性课堂 

分 类 号：G42[文化科学—课程与教学论]