摘要
柏林模式提出了影响教学的4个决策因素和2个前提条件:教学目标、教学内容、教学方法、教学媒介、人类学—心理学条件和社会—文化条件。后人经过理论研究与教学实践,细化了3类教学目标,两种决策因素:教学互动与教学组织,赋予柏林模式新的时代特征,对我国当前课改背景下的教学设计及一线教学实施具有重要借鉴意义的同时,在如何实现教学最佳效果、正确预设学生行为等方面存在局限性。
The Berlin Mode has put forward four decision-making factors and two preconditions that affect teaching： teaching objective,teaching content,teaching method,teaching media,anthropology-psychology and society-culture preconditions.By theoretical study and teaching practice,the later generations have clarified three types of teaching objective and emphasized two factors： interaction and teaching organization,which gives Berlin Mode new time features and plays an important role of reference for teaching design and teaching practice in the background of China＇s New Curriculum Reform.At the same time,there are some limitations in such aspects as how to realize the best teaching effect,how to preset the behavior of students,and so on.
出处
《北京工业职业技术学院学报》
2010年第2期63-66,共4页
Journal of Beijing Polytechnic College
关键词
课程改革
柏林模式
教学设计
curriculum reform
Berlin mode
teaching design
