摘要
30年来，我国课堂教学改革主要经历了以抓“双基”发展智力为目标的知识课堂教学研究，教育整体改革中的课堂教学改革实验研究，关注生命价值和学习方式的课堂教学改革研究三个阶段。研究取向上从塑造“知识人”转向培养“现实生活人”，研究对象从“认知领域”扩展到“生活和生命全域”，研究方式从“实体思维”转向“关系思维”。课堂教学研究与改革实践之间的良性互动为改善课堂教学注入了强大动力，同时课堂教学改革实践呼唤教学研究范式的转型，聚焦制约中国课堂教学改革的特殊场域，研究复杂的具体问题，实现课堂教学改革，需从教学认识方式的变革、课堂教学模式的转变以及教师教学习性改造等入手。
In the past three decades, major reform of our classroom teaching experienced the tollowlng three main research stages： knowledge classroom research with the aim to handle the ＂ double--base＂ intellectual development, experimental study on classroom teaching reform in the overall reform of education, classroom teaching reform research concerning about the value of life and learning styles. The research approach developed from creating a ＂ knowledge person＂ to fostering a ＂ real life people＂; the object of study extended from ＂ cognitive domain＂ to ＂ the entire domain of life and the lives＂; the way of research changed from ＂ entity thinking＂ to ＂ relationship thinking. ＂ The practice of classroom teaching reform calls for the transformation of teaching and research paradigm, focuses on the special domains constraining China＇s classroom teaching reform and studies complicated specific issues. The realization of classroom teaching reform should be based on the transformation of teaching understanding methods, the transformation of classroom teaching model and the transformation of teachers＇ teaching habits.
出处
《当代教育与文化》
2009年第4期46-60,共15页
Contemporary Education and Culture
关键词
课堂教学改革
基础教育
实验研究
classroom teaching reform
basic education
research
development
problems
thinking
