基于提高课堂教学质量的教学协同思考  

Synergy of Teaching and Learning:Consideration Based on Improving Classroom Teaching Quality

作　　者：邹赐岚[1] 郝国良[1] ZOU Cilan HAO Guoliang(Educational Administration Department, Chongqing Jiaotong University, Chongqing 400074 Chin)

机构地区：[1]重庆交通大学教务处,重庆400074

出　　处：《重庆交通大学学报（社会科学版）》2016年第6期117-120,133,共5页Journal of Chongqing Jiaotong University:Social Sciences Edition

基　　金：重庆市社会科学规划项目"回归工程视阈下的卓越工程师人才培养模式研究"(2013YBJY063);重庆市教育科学规划项目"卓越工科教师胜任力模型及培育机制建构"(2014-GX-092);重庆市教委教改研究项目"应用型本科院校实践教学质量评价与监控体系研究"(153082)

摘　　要：课堂教学质量同时涵盖教师教的质量与学生学的质量,然而在大学课堂教学中,教师的教与学生的学常常分离,未形成整体合力。课堂教学是由教师、学生、教学内容、教学手段等基本要素构成的一个系统,各构成要素之间通过交互共振,促成教与学走向耦合,形成"1+1>2"的教学协同效应。在课堂教学中,通过实施教学目标、教学主客体关系、教学方式、教学情境、教学评价五个维度的协同,从而实现教学质量的协同增效。Classroom teaching quality refers to both the quality of teachers＇ teaching and that of students＇ learning. However,the two aspects are usually separated in university classroom,which prevents the desired effect resulted from the joint efforts. The resonance of basic elements in classroom teaching system,such as teachers,students,teaching contents and teaching means,can improve the integration of teaching and learning,and generate the synergistic effect,which is just like the effect＂one plus one is greater than two＂. In classroom teaching,it can bring about synergistic effect of teaching quality by coordinating five dimensions： teaching aims,relationship between subject and object,teaching methods,teaching situation and teaching evaluation.

关 键 词：课堂教学 教学分离 协同效应 建构策略 

分 类 号：G642[文化科学—高等教育学]