论课堂有效教学的建构  

On Construction of Effective Classroom Teaching

作　　者：高宏[1] GAO Hong(Office of Teaching Affairs,Anhui Polytechnic University,Wuhu Anhui 241000,China)

机构地区：[1]安徽工程大学教务处,安徽芜湖241000

出　　处：《成都师范学院学报》2018年第3期10-14,共5页Journal of Chengdu Normal University

基　　金：教育部人文社会科学研究工程科技人才培养研究项目“跨界融合视角下工程技术人才的创新创业教育生态体系构建与实证研究”(17JDGC012);安徽省高等教育重大教改研究项目“地方高校创新创业实践平台构建及协同机制研究”(2015zdjy093);安徽高等学校省级质量工程项“高校创业型工程教育人才培养研究”(2016jyxm0088)

摘　　要：以学生积极主动的学为核心追求,是实现有效教学的教与学相统一的活动基础。有效教学应是以学生学习的产出效果为评判标准,通过教师创造性的指导,让学生自己的主动性、创造性活动起来,去发现问题、分析问题、解决问题,获得知识和技能。在实施过程中,应注重引导学生深入融入课堂实践,提升学生有效学习获得感;重视学生学习兴趣和学习动机的培养,建立学生自由探索和自主学习的质量机制。The basis for realizing the unity of teaching and learning of effective teaching is to take students'active learning as the core of the pursuit.Effective teaching should take the output effect of students'learning as the judging standard.Through teachers'creative guidance,students'initiative and creativity can be activated to help students to identify problems,analyze problems,solve problems,and acquire knowledge and skills.In the implementation process,importance should be attached to guiding students to deeply integrate into classroom practice,promoting students'acquiring sense of effective learning,cultivating students'learning interest and motivation and constructing quality mechanism of students'free exploration and autonomous learning.

关 键 词：有效教学 学习动机 效果反馈 

分 类 号：G424[文化科学—课程与教学论]