中国基础教育超大规模课堂教学  

Supersized Classroom Teaching in China’s Basic Education

作　　者：周亚 王大辉 陈清华 曾杨 

机构地区：[1]北京师范大学系统科学学院教育规划与教育治理研究中心,北京

出　　处：《教育进展》2024年第3期254-260,共7页Advances in Education

摘　　要：教育系统与人口、经济和社会系统高度耦合,既是社会发展的“因”,也是社会发展的“果”。本文从系统观的角度审视教育系统,认为技术发展水平和社会组织能力决定教学内容和教学组织形式。我国技术发展水平和社会组织能力可以发起新的教学组织形式,革新班级授课模式,打破班级的空间制约,把学生大规模地组织起来,同步听取高质量的课堂讲授,开展超大规模课堂教学。该教学组织形式将显著提高我国基础教育的生产力,为解决基础教育资源配置、教育评价等关键难题奠定基础,有力促进我国基础教育的高质量发展。The education system is highly coupled with the demographic, economic and social systems, and is both a “cause” and a “consequence” of social development. From the point of a systematic view, we argue that the level of technological development and social organizational capacity determine the content and organization of teaching. The technology and capacity of social governance can support a new form of teaching organization, innovate the classroom mode of instruction, eliminate the spatial constraints of the traditional classroom, organize students on a large scale, listen to high-quality classroom lectures simultaneously, and carry out super-large-scale classroom teaching. This form of teaching organization will significantly increase the productivity of basic education in China, laying the foundation for solving key problems in the allocation of basic education resources, education evaluation and other issues, and strongly promoting the high-quality development of basic education in China.

关 键 词：系统观 教育生产力 教学组织形式 超大规模课堂教学 教育智能技术 

分 类 号：G63[文化科学—教育学]