从要素到标准——有效教学研究百年概览  

Shifting from Elements to Criteria:A General Review on Effective Teaching over the Past 100 Years

作　　者：张廷凯[1,2] 牛瑞雪[3] Zhang Tingkai;Niu Ruixue(People’s Education Press)

机构地区：[1]人民教育出版社 [2]课程教材研究所 [3]人民教育出版社科研部

出　　处：《教育史研究》2021年第4期164-172,共9页Educational History Studies

摘　　要：有效教学的内涵随着教学价值观、教学的理论基础以及教学研究的范式变化而不断扩展、变化。早期相当多的研究者对提升教学有效性的讨论,其着力点都围绕教师、学生和教学环境三个要素开展,但后期尤其是伴随我国基础教育改革的不断深化,关于有效教学的讨论跳出了三要素框架,转向较为宏观的有效教学标准的讨论。这一研究脉络,展现了人们对于有效教学的研究从点到面逐渐扩展,也从一个侧面反映了研究者对于教学的关注越来越全面,更重要的是越来越完整且深刻地理解了教学对于人的全面发展的意义,也即理性地回归了教学的教育本质。The concept of effective teaching has been developing and changing,along with teaching values,theoretical foundations and educational research paradigms.In light of enhancing teaching effectiveness,early researchers’focus is associated with three elements:teachers,students and teaching contexts.Later on,with the development and intensification of our basic education reforms,research and discussions on teaching effectiveness have been shifted from three-element framework to macro effective teaching criteria.This shift represents,on the one hand,the steady expansion of research on effective teaching from point to surface,and,on the other hand,the comprehensive attention of researchers to teaching.More importantly,it demonstrates that researchers are gaining a better understanding of the importance of teaching for people’s all-round development,implying a reasonable return to the educational essence of teaching.

关 键 词：有效教学 教学标准 教学有效性 

分 类 号：G40-09[文化科学—教育学原理]