“有效教学”的研究为何低效?

Why Research on Effective Teaching is Ineffective?

当前,关于"有效教学"的研究此起彼伏,却也乱象丛生,在热闹的研究背后,大家对教学缺乏共识,缺乏相对统一的评价标准,缺乏基本的"法"。明确研究的视角,就教学中的基本问题、基本矛盾、基本规律达成共识,形成基本的"法"与"规范",是教学研究走向有效的首要前提。其次,基本的"法"与"规范"如何转化为教师的教学行为,光靠说教远远不够,需要可操作的教学技术的支撑。当前几种比较成熟的教学模式其实可以转化为优势互补的教学技术,灵活运用与不同层次教学规律相配套的教学技术,也是教学研究走向"有效"的途径之一。

At present, researches on effective teaching are popular, but also confusing. Behind the bustling researches, researchers are lacking in Consensus, uniform assessing criterion, and basic rules. To make teaching research effective, we should set up a clear perspective of research, and reach an agreement on basic problems, contradictions and principles to form basic laws and norms. Currently, several relatively mature teaching modes can actually be transformed into teaching technology with different advantages. In addition, corresponding teaching technology should be used flexibly for an effective research on teaching.