摘要
有效教学蕴涵着三个前提性问题,即"谁"的有效、"什么"的有效和"怎样"的有效。在"谁"的有效上,教学共同体应确立自主、独立的专业判断标准,以有效地缓冲或抵挡其他主体对教学可能造成的侵蚀。在"什么"的有效上,教学不仅要清楚知识所蕴涵的事实性知识、概念性知识、方法性知识与价值性知识四个层面,而且要达成"知识与技能、过程与方法、情感态度与价值观"三维一体的教学目标。在"怎样"的有效上,要基于教学是一个"教"与"学"相互锁定的有机整体,并根据学生已有的知识,在"先教后学"或"先学后教"中实现知识的"温故知新"。
Effective teaching has three basic issues： effectiveness for who, effectiveness of what and how to achieve effectiveness. For the first issue, teaching community should establish independent professional teaching criteria to reduce the harm for others to teaching. For the second issue, it should be keep in mind that knowledge contains four aspects including factual knowledge, conceptual knowledge, method knowledge and value knowledge; and the combination of the three-dimension objectives of ＂knowledge and skill, process and method, emotion, attitude and value＂ should be achieved. When comes to the third issue, acquiring new knowledge based on the old should be realized based on the unification of teaching and learning by teaching later leaning or learning later teaching.
出处
《教育发展研究》
CSSCI
北大核心
2013年第2期59-63,共5页
Research in Educational Development
关键词
有效教学
effective teaching, effectiveness for who, effectiveness of what, how to achieve effectiveness
