摘要
有效教学的理念源于20世纪上半叶西方的教学科学化运动,其最为核心的思想就是对教学效益及效率的关注和追求。然而,当下关于幼儿园"有效教学"的解读却存在着诸多误区:目标的单纯行动性和可检测性;教学容量和知识学习的最大化;追求新知识、新经验的挑战性;教师指导的密集性和高结构化;组织形式的集体性和去个别化。这些对有效教学的误读极易导致教学中的错误倾向,对此应加强预防。
The concept of effective teaching could be traced to the western scientific movement of the teaching in the first half of the 20th century, whose most core ideas are the concern for effectiveness and efficiency. Yet, there are many erroneous interpretation on the kindergarten ＂effective teaching＂ in the current： mere mobility and detectability of objectives, maximizing teaching capacity and learning knowledge, challenges of acquiring new knowledge and new experiences, intensive instruct and high-structured program, the collective organizational forms and its de-individualization. Behind these kinds of misreading are the nonlegitimacy ideology of narrow utilitarianism, mechanical behaviorism and adult departmentalism.
出处
《学前教育研究》
北大核心
2010年第4期38-42,共5页
Studies in Early Childhood Education
基金
全国教育科学"十一五"规划重点课题"促进幼儿自我概念发展的教师评价行为研究"(项目批准号:DFA090192)的阶段性研究成果
关键词
幼儿园教学
有效教学
教学效益
kindergarten teaching, effective teaching, teaching efficiency
