传统课堂、“开放”课堂与教学技术  

Conventional Classrooms,“Open”Classrooms and the Technology of Teaching

作　　者：伊恩·韦斯特 全晓洁[2] 王牧华[2] 

机构地区：[1]伊利诺伊大学香槟分校教育学院,美国香槟IL61820 [2]西南大学教育学部,重庆400715

出　　处：《教师教育学报》2016年第1期23-36,共14页Journal of Teacher Education

摘　　要：立足于教育实践中教师热衷于采取“背诵”这一教学方式的现象，分析其背后的深层原因，并试图探寻再构建“开放”课堂的方式。可采取三个步骤达到以上目标：第一，建立一个教学通用模型，关注内含于环境之中的根本任务和约束；第二，证明、分析教学行为的原始模型中所述框架的效用，并支持作者的假设——为了理解教师的行为，必须观察其教学环境以及作为社会环境的任务、结构和资源；第三，研读关于“开放”教育的著作，以证明一个假设——不解决任务和资源问题而企图改变课堂教学行为是不现实的，相反，教学技术的改变可以有效改变课堂教学行为，并建立一个开放性课堂。.This article try to analyze the reason why teaches persist on the recitation although almost allthe educational thinkers condemn it and try to find a way to reconceive ＂open ＂classrooms. It will ap-proach these purposes in three steps, first, by setting up a general model of teaching that emphasizesthe fundamental tasks and constraints. Second, by exploring some of the recent literature on teachingin the light of this general model to justify the utility of the framework outlined in the general modelof teaching and support a assumption that to understand what teachers do, we have to look to the con-text of classroom , to the tasks, structures and resources that define that social settings. Third, theproposal for change in classroom behaviors that don＇t address the issue of task and resources are un-practical and the changes in teaching technologies can change classroom behaviors effectively.

关 键 词：教学通用模型 传统课堂 “开放”课堂 教学技术 

分 类 号：G420[文化科学—课程与教学论]