有效教学的非直接教学路径  

Effective Teaching of Non Direct Teaching Path

作　　者：杨小秋[1] 曲中林[2] 

机构地区：[1]肇庆学院教育科学学院,肇庆526061 [2]肇庆学院肇庆教育发展研究院,肇庆526061

出　　处：《课程．教材．教法》2017年第5期71-76,共6页Curriculum，Teaching Material and Method

基　　金：2014年度广东省高等教育教学改革项目(本科类)"农村小学全科教师综合培养模式的研究"(GDJG20142481);2015年度广东省高等教育教学改革项目(本科类)"微课堂.微课题.微实践:<课程与教学论>的'微课效应'研究与实践"(粤高教函[2015]173号)

摘　　要：非直接教学路径并不直接构成具体教学过程的某一环节或某一教学方法、手段,无固定模式,也不具备提高教学质量的直接功能,但它对教学质量有着不可忽视的作用。因为存在着有效教学路径的局限,所以必须走出教学路径依赖的惯性,依托非直接教学路径,建立吸力强劲、黏着度高的教学"磁性"运行系统,在非直接教学路径与教学路径相互缠绕、互涉中推进有效教学的开展。Non direct teaching path does not directly form the concrete teaching process of a link or a teaching method, means, no fixed pattern, also do not have to improve the teaching quality of the direct function. But it has a great role on the quality of teaching which can not be ignored. Because of the existence of effective teaching path constraints, it must be out of teaching path dependence of inertia, rely on a direct path, build strong suction, high degree of adhesion of teaching ＂magnetic＂ operating system, in a direct path and the teaching path winding each other, promote effective interaction in teaching.

关 键 词：有效教学 教学路径 非直接教学路径 

分 类 号：G42[文化科学—课程与教学论]