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倡导“自主合作探究”的新课改,是一场远远高出“教学法”范畴的“教育法”改革,它的科学理论基础、实践操作依据和对效益最大化的追求,是以往我们进行的任何一次改革都无法比拟的。但人们对此次课改仍然存有自觉不自觉的抵触、偏见和抱怨,笔者以为其深层原因还在于以下三个方面:心理本能的惰性,引发为对课改行为的抵触;课程教法的陌生,引发为对教材体系的偏见;教育观念的滞后,引发为对教学评估的抱怨。
The new curriculum reform advocating “exploration of independent cooperation” is a reform of “Education Law” far beyond the category of “pedagogy”. Its scientific rationale, practical operation basis and pursuit of maximization of benefits are Any reform carried out are unmatched. However, there are still some unconscious contradictions, prejudices and complaints about this course reform. The author thinks that the deep reason lies in the following three aspects: the inertia of the psychology instinct leads to the conflict with the behavior of curriculum reform; Unfamiliar, triggering a prejudice against the textbook system; the lag in educational beliefs elicited complaints of teaching evaluation.