论课堂生态与课堂动力  

On Classroom Ecology and Classroom Dynamics

作　　者：刘兴然[1] 

机构地区：[1]广东石油化工学院文法学院,广东茂名525000

出　　处：《教育理论与实践》2014年第3期56-59,共4页Theory and Practice of Education

摘　　要：课堂生态是通过其环境和社会文化的特征直接或间接影响师生教与学活动成效的主要外因之一,而其影响方式往往将课堂动力作为切入点或聚焦点。学生自身和群体的特征,课堂生态的好坏,教师与课程、教学和评价的整合程度等因素都会对课堂动力产生影响,而课堂动力的强弱直接或间接地左右着课堂活动的结果。Classroom ecology is the major external cause exerting a direct or indirect influence on the effect of teachersand students taking part in the teaching and learning activities through the environment and the social culture with the classroom dynamics as the entry point or focus. Factors like students＇ own and the groups＇ characteristics, whether the classroom ecology is good or not, and the extent of teachers＇ integration into curriculum, teaching and assessment all have an impact on the classroom dynamics, which in turn will determine the effect of classroom activities directly or indirectly.

关 键 词：课堂生态 课堂动力 教师与学生 教学 自然生态 人际生态 心理生态 雁行文化 

分 类 号：G420[文化科学—课程与教学论]