摘要
新中国成立后的公开课分为“文革”前和后两个时期。“文革”之前，公开课以本班上课为特点，听课教师以朴素的观察学习为主，研修目的是通过观察、研究上课教师所传达的教学信息，来改善自己的教学。“文革”之后，公开课出现了大量借班上课现象，它亦可分为两个阶段，新课程改革之前强调公开课的示范性；新课程改革之后强调公开课的研讨性，使公开课与其他研修方法的融入成为可能。另外，由于借班上课的局限性，促使公开课向校本的班本上课回归，向服务于教师专业发展生成，这样，教师不仅能够在公开课上观察到教学模式，也能够观察到针对学生个体以及特殊课堂情境的生成性教学策略。
The history of open class is divided into two periods before and after the ＂Great Cultural Revolution＂ after the foundation of People＇s Republic of China. The open class before the Great Cultural Revolution was featured by carrying it out in one＇s own class, the teachers tried to improve their teaching by observing and studying the teaching information by the teacher . After the Great Cultural Revolution, open class was mainly carried out in other classes, which could be divided into two phases. The open class before the new curriculum reform focused on its function of model, while the open class after the new curriculum reform focused on research and discussion, which makes it possible for the integration of open class and other research methods. Because of the natural limitation of having open class in other classes, the open classes are made to return to its previous form of carrying it out in ones own class largely for the teachers＇ development. So, teachers can not only observe the teaching or instruction model in the open class, but also can see the productive teaching strategies for the students individually and special classroom situation.
出处
《课程．教材．教法》
CSSCI
北大核心
2011年第9期17-22,8,共7页
Curriculum，Teaching Material and Method
