摘要
从静态看,课堂教学是教育机构的空间单元、时间单元、学习共同体单元和任务单元;从动态看,课堂教学是教学任务的执行单元、高等教育质量的监控单元和保证单元。根据部分与整体关系的原理,宏观的高等教育质量必然要落实到微观的课堂教学上。如果微观的课堂教学质量得不到有效监控,就无法为宏观的高等教育质量提供最原始的、最有效的保证。为此,必须为教师提供切实可行的教学方法,向学生展示简明有效的学习方法,给课堂教学分配明确清晰的教学目标,为教育质量监控设计简单易行的运作程序。
Statically, classroom teaching involves spatial unit, temporal unit, learning community unit and teaching task unit of education institutions; dynamically, it is execution unit of teaching task, monitoring ＆ control unit and assurance unit of higher education quality. According to the whole-part relationship principle, the macro higher education quality is inevitably based on micro classroom teaching. Without effective monitoring and control of micro classroom teaching quality, the macro higher education quality cannot be primarily and effectively guaranteed. Therefore, it is necessary to provide teachers with practical teaching method, demonstrate students with simple and effective learning methods, allocate classroom teaching with specific goals and design simple and useful procedures for education quality monitoring and control.
出处
《井冈山大学学报（社会科学版）》
2011年第5期72-78,共7页
Journal of Jinggangshan University(Social Sciences)
关键词
课堂教学
高等教育质量
微观
保证
classroom teaching
higher education quality
micro
guarantee
