论教学模式改革的限度  

Limit of Teaching Models Reform

作　　者：郑玉飞[1] Zheng Yufei(School of Education Science,Shanxi University,Taiyuan Shanxi 030006,China)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《基础教育外语教学研究》2018年第12期52-57,共6页Foreign Language Teaching & Research in Basic Education

摘　　要：在众多学校将教学模式改革作为教学改革主要内容之时,我们需要理性看待教学模式改革所能发挥的真实效用,进而反思教学模式改革应该遵循的限度问题。改革必然存在限度,改革的过程就是破除旧限度建立新限度的过程。教学模式改革可以改的是教学环节、步骤以及理念和目标等量的方面,不可改的是教学模式的基本要素,不能使教学模式发生质的改变。确定教学模式改革限度的依据是教学模式自身的特性及改革的理想目标。As many schools take the reforms of teaching models as their main task,a reasonable assessment on the authentic effectiveness on these reforms is soundly needed,which in turn,reflects the limit of teaching models reforms.Reforms bind themselves inevitably with limits,and all the reforms are processes of breaking down the old limits and building up the new ones.What the changes brought by these reforms are some quantitative aspects such as teaching links,teaching sequence,teaching theory and objective,but not the key factors of teaching models which guarantee the qualitative nature of teaching.The judging base on limit of reforms should be based on the characteristics of teaching models themselves and the ideal goals of reform.

关 键 词：教学模式 改革 限度 

分 类 号：G434[文化科学—教育学]