摘要
但当前对有效教学的研究多以目的作为切入点。强调目的或结果的有效教学即为"结果有效的教学"。"结果有效的教学"由于过于强调结果而存在阉割过程的正当性、漠视手段的合理性、忽略操作的可行性和消解教学的教育性的危险。由于教学是过程性存在,学生的发展只能在教学过程中实现,而且教学过程比教学结果更具价值,因此研究有效教学,更应该以过程作为切入点。注重手段或过程的有效教学即为"过程有效的教学"。要实现"过程有效的教学",必须建构过程性评价制度,充分简化教导过程,尽量繁化学习过程。
At present, many researches of effective teaching are based more on ends than on means. The teaching based on ends or aims could be called ＂Ends-based Effective Teaching＂ （EET）. Because of excessive emphasis on the ends, EET leads to invalidity of teaching process, irrationality of teaching means, non-feasibility of teaching operation and dispel of the educational nature of teaching. As teaching being a process, students＂ development can only be realized during the teaching process. Thus, teaching process has more values than teaching ends. Therefore, the researches of effective teaching should be based more on teaching process. The effective teaching based on teaching means and teaching process are called ＂Process-based Effective Teaching＂ （PET）. In order to realize the PET, the following measures should be taken： constructing system of process evaluation, simplifying the process of teaching and complicating the process of learning.
出处
《教育研究》
CSSCI
北大核心
2017年第9期99-105,共7页
Educational Research
关键词
教学活动
有效教学
过程有效的教学
结果有效的教学
过程性评价
teaching activities, effective teaching, process-based effective teaching, ends-based effective teaching
