教学督导的“教学”与“督导”——兼谈职业教育的教学督导  

“Teaching” and“Supervision”: Discussion of the Teaching Supervision of Vocational Education

作　　者：刘生平[1] LIU Shengping(Guangdong Agriculture Industry Business Polytechnic,Guangzhou 510507,China)

机构地区：[1]广东农工商职业技术学院,广东广州510507

出　　处：《广东农工商职业技术学院学报》2020年第4期19-24,共6页Journal of Guangdong Agriculture Industry Business Polytechnic

基　　金：广东省高等职业教育教学改革项目“职业教育教学督导的过程研究与实践”(201401152)。

摘　　要：教学督导的对象,应当是教学,而不应当是管理或学生。但人们对教学的理解,又各有不同。如果将无法实施督导的教学概念,移植于督导领域,是没有意义的。教学督导中的教学,应有所特指。在目前情况下,教学督导中的教学,应当是从“教”的角度着眼,指教师的“教”和如何“教”更有利于“学”这样一个概念。另外,对于“教”的理解,也不应仅限于“教”的实施行为,而应当包括“为什么教”“教什么”“怎样教”等一系列问题。教学督导是一个复合词汇,督导中的“督”与“导”,各有所司。职业教育有着自身的特点,职业教育的教学督导,应当是从教学的源头至教学效果检验的全程的、“以导为主”的督和导。The object of teaching supervision should be teaching rather than the management or student.People’s understanding of the teaching is different.Being unable to transplant the implementation of the concept of teaching supervision into supervision is meaningless.Teaching in teaching supervision should have specific reference.Under current circumstances,it should be considered from the perspective of the teaching,which means teaching and how to teach are to be more conducive to learning.In addition,understanding of teaching also should not be limited to the implementing behavior of teaching,and shall include“why to teach”,“what to teach”and“how to teach”,etc...Teaching supervision is a compound word,each seperate part of which has a special purpose.Vocational education has its own characteristics.Teaching Supervision of vcational education should conduct a full-course and guideoriented examination from the source of teaching to teaching efficiency..

关 键 词：职业教育 教学 督导 对象 

分 类 号：G71[文化科学—职业技术教育学]