课堂教学改革的冲突与融合

发布时间：2018-11-14 16:45

【摘要】：我国新一轮基础教育课程改革已历经8年。中小学教师普遍认同接受新课程理念,但并不清楚怎样有效地将新理念转化为课堂教学行为,不少教师的教学行为甚至和新课程理念相冲突。具体表现为:对课程三维目标理论上认同,但实践中不同程度地存在偏离现象;依据课程文本有余,超越不足,且超越不当;课前预设认真严谨,而"生成"教学意识不强,目标不明确,路径方法不清晰;在处理师生关系上,较多地强调学生的自主建构,尊重赏识有余,正面教育不足,教师的主导使命缺失。随着改革的不断深入,一线教师对新课程理念的把握将会越来越到位,实施新课程的能力和经验也会与日俱增,教学改革中出现的问题也会随着改革的深化而得到有效的解决。
[Abstract]:China's new round of basic education curriculum reform has gone through 8 years. Primary and secondary school teachers generally agree to accept the new curriculum concept, but it is not clear how to effectively transform the new concept into classroom teaching behavior, and many teachers' teaching behavior even conflicts with the new curriculum concept. The concrete manifestations are as follows: agree on the theory of curriculum three-dimensional objectives, but in practice there are deviations to varying degrees, according to the curriculum text there are more than, beyond the deficiencies, and beyond the improper; The pre-class presupposition is serious and rigorous, but the "generation" teaching consciousness is not strong, the goal is not clear, the path method is not clear; In dealing with the relationship between teachers and students, more emphasis is placed on students' self-construction, respect and appreciation, lack of positive education and lack of teachers' leading mission. With the deepening of the reform, the first-line teachers' grasp of the new curriculum concept will be more and more in place, the ability and experience of implementing the new curriculum will also increase day by day, and the problems in the teaching reform will be effectively solved with the deepening of the reform.
【作者单位】：徐州师范大学教育科学学院;
【分类号】：G424.21

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