课堂教学有效性论纲  

Outline the Effectiveness of Classroom Instruction

作　　者：朱德全[1] 李鹏[1] 

机构地区：[1]西南大学教育学部

出　　处：《教育研究》2015年第10期90-97,共8页Educational Research

基　　金：教育部人文社会科学基金项目"区域义务教育均衡发展的联动机制和立体化路径研究"(项目编号:13YJA880113)的阶段性研究成果

摘　　要：课堂教学有效性是教学论关注的焦点与热点课题。基于课堂教学的系统性与过程性分析,课堂教学是一个涵盖矢量系统、理念系统、定位系统、条件系统、运行系统和输出系统的动态结构体系;从课堂教学的结构系统考量,课堂教学有效性内隐着效果、效率、效益、效能和效应的"五效"表征;聚焦于有效性表征,课堂教学有效性外显为教学的信度、内在效度、外在效度、难度和区分度"五度"标准;着眼于有效性标准,课堂教学的有效性是教学过程、教学状态和教学境界的有机耦合。The effectiveness of classroom instruction is a focus and hot topics in instruction research. Based on the systematic and procedural analysis of classroom instruction,classroom instruction is a dynamic structure system,which contains the vector system,the conceptive system,the orientation system,the condition system,the operation system and the output system. Considering the structure of the system of classroom instruction,the internal effectiveness of classroom instruction is characterized by five dimensions such as consequence,efficiency,effectiveness,efficacy and effect.Focusing on the effectiveness of the characterization,the external effectiveness of classroom instruction is characterized by five standards such as reliability,internal validity,external validity,difficulty and discrimination. From the valid standards,the effectiveness of classroom instruction is the organic coupling of instruction process,instruction states and instruction realm.

关 键 词：课堂教学 结构系统 有效表征 有效标准 

分 类 号：G424[文化科学—课程与教学论]