说课的认识和反思——以“生态学”课程为例

Cognition and Reflection of“Presentation of Teaching Process”:A Case Study of Ecology Course

"说课"一词最早于1987年提出,作为提升教育教学质量的重要手段,近年来在各类教学教改活动、比赛和职称评审中频繁出现,受到广泛重视。然而,很多人仍然把说课和讲课混淆,触碰说课禁忌。因此,以生态学课程为例,从教学理念与思路、课程设置、说课环节等方面出发,对说课的含义、定位、主要过程以及禁忌等进行阐释,开展教学效果预测和教学反思,以期提升课堂教学效果,深化教学质量管理,为教师进行教学研究和改革提供有效途径。

The phrase,“presentation of teaching process”,was first proposed in 1987 as an important approach to improve the quality of education and teaching.In recent years,it has received widespread attention,which has been used in various kinds of teaching reform activities,competition and professional title evaluation.“Presentation of teaching process”,however,is often confusing.It remains unclear what the taboos attached to the“presentation of teaching process”are.Therefore,a case study of the course in ecology was investigated to elucidate the concepts and thoughts of teaching,curriculum design and key processes of teaching presentation.This study highlights the definition,orientation,main links and taboos of the“presentation of teaching process”.Teaching reflection and prediction of teaching effects were also carried out to enhance the classroom teaching effect and the quality management.Our study will provide an effective and efficient approach for the research and reformation of teaching.