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课堂优质化,其实质就是课堂的变革与重建,是基于课堂实际“已经达到的发展水平”向课堂的“可能的发展水平”不断跨越式发展的过程。通过对甘肃省9个地区的27所中学课堂优质化现状的调查发现,当前课堂优质化建设在取得一定成效的同时,存在的问题是:课堂优质化存在地区性差异、整体建设程度与学生的实际需求存在距离、课堂理念层面与现实操作层面出现落差、教师教学能量呈现不足与分化以及学生课堂投入失衡。课堂优质化建设要富有韧性和弹性,从理念走向行动,融入文化之中,形成支持系统;同时,要克服局限思考和自扰现象,生成崭新的课堂标准,提升教师能量,培养学生研究者。
The quality of the classroom, its essence is the transformation and reconstruction of the classroom, is based on the actual classroom “has reached the level of development ” to the classroom “possible level of development ” leaps and bounds of the development process. Through the survey of the quality of 27 secondary schools in 9 regions of Gansu Province, it is found that the quality of the classroom construction has achieved some success while the existing problems are: there are regional differences in the quality of the classroom, the overall construction level and the students There is a gap between the actual needs, there is a gap between the concept of the classroom and the level of the practical operation, the insufficiency and differentiation of the teachers ’teaching energy and the imbalance of the students’ classroom investment. Classroom quality construction should be full of tenacity and flexibility, from ideas to action, into the culture, the formation of support systems; the same time, to overcome the limitations of thinking and self-interference phenomenon, generating a new classroom standards, enhance the energy of teachers and training students and researchers.