摘要
我国70年教学组织形式变革经历了从规范教学秩序到构建学生发展的有效教学机制等几个阶段。虽经不断变革,表现形式多样,但班级授课制一直是基本形式。教学组织形式拓展了空间,呈现出多样综合、小型化的特点。教学组织形式是教学活动有机运行的机制,在教学实践中起到了促进教学有效运转的作用。班级规模、课程形态、学科内容、活动主题、信息技术等是制约教学组织形式变革的重要因素。在当前现代信息化技术不断发展及其融入教育教学的过程中,应多方共同努力,构建出有效促进学生综合素质、创新思维发展的教学组织形式。
Over the past 70 years, the development of teaching organization form in China has experienced several stages from standardizing teaching order to constructing the teaching mechanism for students' development. Although the changes are constant and the forms are diverse, the class teaching system has always been the basic form of teaching organization. The forms of teaching organization expand the development space, and are increasingly characterized by diversity, integration and miniaturization. The 70-year reform process of teaching organization shows that the teaching organization form is the organic operation mechanism of teaching activities and plays a role in promoting the effective operation of teaching. Class size, curriculum form, subject content, activity theme, location, region, school conditions, teacher and student level, and information technology are all the important factors which restrict the transformation of teaching organization. In the current process of the development of modern information technology and its integration with education and teaching, we should work together to develop the teaching mechanism to promote the comprehensive quality and innovative thinking of students, and increase the teaching efficiency consistently.
作者
和学新
He Xuexin(College of Educational Science,Tianjin Normal University, Tianjin 300387, China)
出处
《课程．教材．教法》
CSSCI
北大核心
2019年第3期4-13,共10页
Curriculum，Teaching Material and Method
基金
天津市教育科学"十三五"规划重点课题"发展学生核心素养的中小学校本课程体系建设研究"(BE1103)
关键词
教学组织形式变革
教学秩序
学生发展
教学机制
70 years since the founding of PRC
the development of teaching organization form
teaching order
student development
teaching mechanism
teaching efficiency
