让听课、评课确具针对性

发布时间：2018-02-03 17:39

本文关键词： 老教师评课针对性教学与管理学生评价新教师课堂教学教学过程教学理论学习活动　出处：《教学月刊(中学版下)》2006年07期 　论文类型：期刊论文

【摘要】：教学与管理的关系颇为微妙。本来,教育(育人)、教学与管理是三位一体的。但在班级授课制的课堂教学条件下,三者产生了分离的可能,在实际的课堂教学中也常常被分离、甚至相互冲突。在教学理论,过去我们一般也因此将教学与管理视作分离度较大的两个环节、两桩事情,认为它们各有各的职能。然而,过于强调它们各自的职能,却给教师造成了两者各施其政的观念。这样,既束缚了"教学"--如许多教师认为,教学就是内容讲授;又贬低了"管理"--如许多教师认为,课堂管理就是维持纪律。这种情况,近年来有了改观的趋势。本期"视点",我们从"教师工作方式的改进"、"'新知识观'带来的变革"、"听课、评课的改革"和"教学过程的全面优化"等方面,从理论和实践两个层面对课堂教学管理的诸多问题进行探讨。
[Abstract]:The relationship between teaching and management is rather subtle. Originally, education (education, teaching and management) is trinity, but in the classroom teaching conditions of class teaching system, the three have the possibility of separation. In the actual classroom teaching is often separated, or even conflicting. In the teaching theory, we generally regard teaching and management as two separate links, two things. However, too much emphasis on their respective functions has given teachers the idea that the two should govern their own affairs. In this way, "teaching"-as many teachers believe-has been bound. Teaching is content teaching; Also belittling "management"-for example, many teachers believe that classroom management is to maintain discipline. This situation has changed in recent years. This paper probes into many problems of classroom teaching management from two aspects of theory and practice, such as "the change of 'new knowledge view'", "the reform of listening to class, the reform of evaluating class" and "the overall optimization of teaching process".
【作者单位】：泉州市丰泽区教师进修学校
【分类号】：G424.21
【正文快照】： “听课”是促进教师专业化发展的一条重要途径。为此,几乎所有的学校都明文规定了教师每学期必须完成的听课次数,并依此对教师进行严格的考核。但结果往往是学校和教师都陷入“两难”的尴尬境地:对于学校来说,虽然教师的听课次数都达到了要求,但听课的效果却没有得到真实的显

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