论教学效率  

On Teaching Efficiency

作　　者：周序[1] 吴颖 ZHOU Xu;WU Ying(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《湖南师范大学教育科学学报》2022年第3期79-84,共6页Journal of Educational Science of Hunan Normal University

摘　　要：重视效率是现代教学的特征。效率一词既指速度,也指效益,但人们往往误以为效率不包含效益,甚至与效益相对立。因此,追求教学效率的教学认识论,也常常被片面化地解读为一种仅仅看重知识传授速度的理论,进而认为教学认识论必然导致教学实践中的满堂灌输现象。但事实上导致满堂灌输的是来自应试的现实制约,而非教学认识论存在着理论误区。当教师对教学技术的掌握不足,就容易出现牺牲教学效益而片面追求速度的情况。因此,需要加大对教学技术的研究力度,使教学认识论对效率的追求不再偏废,能够做到速度与效益并重。Efficiency is a typical feature of modern teaching,which originally refers to a combination of speed and effect.However,nowadays efficiency is commonly misunderstood as“speed without effect”;even speed and effect are considered as contradictory to each other.As a result,pedagogic epistemology characterized with efficiency is usually wrongly interpreted as a theory only focusing on knowledge transmission speed,and hence a theory definitely leading to knowledge cramming in teaching practice.In fact,it is not the fault of the theory that causes knowledge cramming but the overwhelming test-taking pressure.On the occasion when teachers cannot use teaching techniques skillfully,the phenomenon that teachers sacrifice effect for speed is likely to take place.Therefore,pedagogic researchers need to focus on the study of teaching techniques so that speed and effort can be both achieved in teaching.

关 键 词：教学认识论 教学效率 考试 技术 

分 类 号：G420[文化科学—课程与教学论]