课堂教学改革的冲突与融合

The Integration and Conflict of the Classroom Teaching Reform

我国新一轮基础教育课程改革已历经8年。中小学教师普遍认同接受新课程理念,但并不清楚怎样有效地将新理念转化为课堂教学行为,不少教师的教学行为甚至和新课程理念相冲突。具体表现为:对课程三维目标理论上认同,但实践中不同程度地存在偏离现象;依据课程文本有余,超越不足,且超越不当;课前预设认真严谨,而"生成"教学意识不强,目标不明确,路径方法不清晰;在处理师生关系上,较多地强调学生的自主建构,尊重赏识有余,正面教育不足,教师的主导使命缺失。随着改革的不断深入,一线教师对新课程理念的把握将会越来越到位,实施新课程的能力和经验也会与日俱增,教学改革中出现的问题也会随着改革的深化而得到有效的解决。

New round curriculum reform of basic education has gone through eight years in China. Primary and secondary school teachers generally accept the concept of the new curriculum, but is not clear how to change the new ideas into acts of classroom teaching effectively. Many teachers＇ acts are in conflict with the concept of the new curriculum. They consent to the theory of three-dimensional target course, but deviate from it in practice . They are adherent to the text course superfluously, but short of surpassing. They prepare the class seriously, but do not have a strong sense of generation of teaching, the goal and path are not clear. In dealing with teacher-student relationship, they emphasis on autonomy construct of the students, the more of respect and appreciation, but lack of positive education and teacher-led mission. With the developing of reform, first-line teachers will be more exact to grasp the concept of the new curriculum, the experience of the new curriculum will be increasing in the implementation, the problems will be solved effectively with the developing of reform.