摘要
教学控制是指教师对教学活动进行管理和调整的方法与行为的集合,它的产生是由教育活动的本质要求和教学活动的内在特性所决定的。近些年来,对教学控制的认识存在一些偏颇之处,认为是教学控制阻碍了学生的自主发展、扼制了教学内容的生成、赋予了教师课堂霸权、导致了教学方式的单一等,这些误区应予澄清。随着教学形式的不断变化与发展,教学控制需要通过坚持教师的主导作用、落实人本化管理理念、建构多样化实现方式、探究系统化操作模式,以不断实现自身的优化和完善。
Teaching control refers to the combination of the methods and behaviors in teachers＇ management and adjustment of classroom activities. Its existence is determined by the nature of educational activity and the inherent attributes of teaching activity. In recent years, there have been some partial opinions that teaching control is harmful to the self-directed development of students, the generation of teaching content, the democracy of class and the diversification of teaching mode. On the basis of clarifying these misunderstandings above, this paper holds that teaching control should be optimized by persisting teachers＇ leading role, implementing the idea of human-based management, constructing varied ways of realization and exploring systematic operating modes.
出处
《教育学报》
CSSCI
北大核心
2009年第4期47-52,共6页
Journal of Educational Studies
关键词
教学控制
辨析
误区
优化
teaching control
differentiate and analyze
misunderstanding
optimize
