摘要
我国的小班化教学研究始于20世纪80年代末。经过8年左右的酝酿准备，20世纪90年代开始小班化教学的实验与推广，如今小班化教学研究正在不断深入。近30年来，我国学者不仅关注实施小班化教学的意义，而且深入研究和探讨小班化教学的理论基础以及实践策略。尽管取得了一定的成绩，但还存在本土理论研究缺乏、高度理论概括不足以及结合具体情境的行动研究较少等问题。今后应该在构建本土小班化教学理论的同时，展开小班化教学的行动研究，积极寻求小班化教学在我国推行的具体方法与策略。
The study of ＂small class teaching＂ in China dates back to the end of the 1980s. After a planning and preparative stage for eight years or so, experiments of ＂small class teaching＂ began and spread in the 1990s. ＂Small class teaching＂ is now undergoing further research. Over the last 30 years or so, Chinese scholars not just paid attention to the significance of ＂small class teaching＂, but also did profound research and exploration into the theoretical basis and practical strategy of ＂ small class teaching＂. Despite some accomplishments, problems remain as to the deficiency in native theoretical research, in high-level theoretical summary, and in action research in combination with specific situation. In future, the theory for small class teaching is supposed to be put forward, meanwhile, action research needs to be carried out, for the purpose of actively seeking concrete approaches and strategies to implement ＂small class teaching＂ in China.
出处
《当代教育与文化》
2012年第2期107-111,共5页
Contemporary Education and Culture
关键词
小班化
教学组织形式
基础教育
small class
ways of teaching organization
elementary education
