新时代课堂教学改革深化:从“好课”到“好教学”

Deepening the Teaching Reform in the New Eral:From“Good Lessons”to“Good Teaching”

进入21世纪以来的教学改革着眼于局部微观的课堂研究,贡献了一批“好课”,但这些“好课”并未真正表现出好的教学效果,称不上是“好教学”。通过对“好课”与“好教学”之间的偏差的剖析,可以发现造成这一偏差的根本原因在于局部微观的课堂研究忽视了现代教学体系两大基础系统:课的系统和教学工作系统。教学改革只有立足课的系统和教学工作系统,才能跳出当前局部微观的局限。一节“好课”有了课的系统和教学工作系统的支撑才能转化为真正的“好教学”。

Since the 21st century,the teaching reform focuses on local micro-classroom research and contributes a number of“good lessons”,but these“good lessons”have not really shown good teaching results,and cannot be regarded as“good teaching”.This paper analyzes the deviation between“good lessons”and“good teaching”and points out that the root cause of this deviation lies in the local micro-study of the two basic systems of modern teaching system:the lesson system and the teaching work system.Only based on the lesson system and the teaching work system,the teaching reform can exceed the micro-limitations.With the support of lesson system and teaching work system,a“good lesson”can be transformed into the real“good teaching”.