摘要
健康生态系统理论对课堂生态研究具有适切性,能够丰富课堂研究的内涵,并将课堂研究纳入可持续发展的理论框架。健康课堂生态系统理论认为,健康课堂生态系统是一个以教师教学活动和学生学习活动为中心,活力、组织结构、恢复力三要素动态平衡,课堂教学和课外学业求助两方面关联互动的生态系统。在课堂生态系统运行中,活力机制、组织结构机制和恢复力机制分别发挥激发、协调、调控的功能,共同保障课堂生态系统的健康运行。
The ecosystem heahh theory is appropriate to classroom ecology research, which can enrich the classroom research connotation, and bring classroom research into the framework of the sustainable development theory. The healthy classroom ecosystem theory regards that a healthy classroom is an ecosystem which focuses on the teaching activities of teacher and the learning activities of students, keeps the dynamical equilibrium of three essential factors of the vigor, organization, resilience, and correlates the classroom teaching and learning with the outside academic help-seeking. With the classroom ecosystem running, the vigor mechanism, the organization mechanism and the resilience mechanism respectively play the roles of stimulation, coordination and regulation, and all of these are the guarantee for classroom ecosystem running in a healthy way.
出处
《教育研究》
CSSCI
北大核心
2012年第12期77-83,共7页
Educational Research
基金
全国教育科学规划2011年度教育部重点课题“中等职业教育健康课堂生态系统研究”(课题批准号:GJA114009)的阶段性研究成果
关键词
健康课堂生态系统
生态系统健康理论
活力
组织结构
恢复力
the healthy classroom ecosystem, the ecosystem health theory, vigor, organization, resilience
