摘要
自20世纪60年代以来逐渐确立的教学时间分类体系,对深化学习时间与学习结果之间关系的认识产生了积极的影响,但也存在着重“形式”轻“内容”、重“数量”轻“质量”等弊端。教学时间是一个多层次多维度的结构功能系统,其分类应从形式结构和内容结构两个维度展开。只有正确处理教学时间形式结构和内容结构及其各构成要素之间的关系,才能提高教学时间的利用效率和师生教学行为的有效性。
The classified spectrum of instructional time established gradually since 1960s has a great positive influence upon the deepening comprehension of the relation between the learning time and learning outcome, but there are many defects in it, for instance, overstressing the ' form' and ignoring the ' content'; stressing the ' quantity' rather than ' quality', and so on. Instructional time is a structured functional system with diversified layers and dimensions. Its classification should be developed from both formal structure. We can raise the efficiency of instructional time and the effectiveness of instructional behaviour of teachers and students only by means of correctly handling the relation of the formal structure of instructional time to the content structure and its ingredients.
出处
《浙江海洋学院学报（人文科学版）》
2004年第2期64-68,72,共6页
Journal of Zhejiang Ocean University(Humane Science)
关键词
教学时间
形式结构
内容结构
教学效率
instructional time
form structure
content structure
efficiency of instruction
