中学语文课堂教学反馈的理论与实践  

Feedback on Chinese Teaching in Secondary Schools:Theory and Practice

作　　者：靳一鸣 

机构地区：[1]西南大学文学院,重庆400715

出　　处：《南阳师范学院学报》2014年第8期73-76,共4页Journal of Nanyang Normal University

摘　　要：语文课堂教学反馈一直以来都是语文教育工作者与实践者所关注的焦点。调控的功能是如一根线一样,是课堂教学的潜在贯通。所以,语文教师在教学过程中要针对学生的实际情况进行调控,要在尊重学生的学习过程、方法、情感态度与价值观下对学生进行调控。语文老师是调控的主体,要纵览全局,既要照顾到"学生的反馈"又要照顾到"自我的反馈",在感知学生的基础上,做出恰当的调控。Feedback on Chinese language teaching has always been the primary concern of Chinese language educators and practitioners alike. The function of regulatory strategies on teachers＇ part can be likened to that of a thread that goes through the entire classroom teaching process. Therefore, Chinese language teachers should regulate their teaching in accordance with the actual learning situations of their students, namely, respecting students＇ learning process, methods, affeetive attitudes and values. Chinese language teachers play a paramount role in regulatory activities, taking into consideration the overall process of knowledge acquisition. Based on both ＇ student feedback＇ and ＇ self - feedback＇ , and in light of their own judgment on students, teachers can be in a better position of enforcing appropriate regulations in their teaching process.

关 键 词：中学语文 课堂教学反馈 问题 教学反馈理论 实践 

分 类 号：G622.0[文化科学—教育学]