课堂教学诊断:“后新课改”时代课堂的有效干预行动

Classroom Teaching Diagnosis: The High-effective Interventions of Classroom in the Era of“Post New Curriculum Reform”

第8次基础教学课程改革自新世纪启动,至今已进行了十余年,可以算进入了"后新课改"时期。"后新课改"时代要求重视学校的组织文化建设,课堂教学诊断采用教育专家引领、学校领导支持、教师同行帮助、执教教师为主、所教学生配合、家长协助为干预的机制,其本质是一种课堂文化的干预行动,具有人本性、发展性、教育性、诊断性与功效性等特征。搞清诊断主体、分清诊断类型与层次、掌握诊断技术、遵循操作过程是课堂教学诊断研究的关键要素,通过对课堂物质文化、课堂制度文化、课堂行为文化和课堂精神文化的诊断,采行分层分类诊断、主体协同诊断与建章立制等策略,是实现高效课堂的重要保障。

Since 2000, the 8th curriculum reform has been carried out more than ten years,After the curriculum reform, the classroom teaching has improved very much. It is the time for every school to pay attention to culture construction. The classroom teaching diagnosis takes the intervention mechanisms which contain guidance of education experts, support of school leaders,teachers and peer assistance, relying on coaching teachers, cooperation of students and assistance of parents. Its essence is the class culture interventions, hence, holds the properties of people-centeredness, development, education, diagnosis, efficacy and other characteristics. Finding out the diagnosis subjects, distinguishing the types and levels of the diagnosis, acquiring diagnostic techniques, and following the operating procedure are the key factors for the study of classroom teaching diagnosis. Through the check of the material culture, institutional culture, behavior culture and spiritual culture of the classes, the diagnosis should adopt hierarchical and classified diagnosis, collaborative diagnosis for the main body and establishing rules and regulations. These are important guarantees for efficient classroom diagnosis.