【作者】 冯东俊；

【导师】 林德全；

【作者基本信息】 河南大学 ， 课程与教学论， 2008， 硕士

【摘要】 教学进度是教学质量的一个重要影响因素。教学进度统一忽视了学生差异;教学进度快,学生学习负担重,压力大,自信心降低,兴趣不高,厌学现象突出,教师也感到很累;教学进度慢,时间却不够,学生兴趣与意志力下降,思维发展受到阻碍等等,教学质量也因此迟迟上不去。同时,教学进度同教学时间相对有限性之间存在着矛盾。为了改善现状,化解矛盾,顺应课程与教学改革的深入发展要求,本文尝试在教学实践合理性理论关照下,对教学进度这一个约定俗成的概念进行审视与解读,构建课堂教学进度合理性理论框架,为教学实践工作者提供策略性建议,为实现“求量式”教学向“求质式”教学的转变,提高教学有效性作出努力。课堂教学进度合理性指的是教学进度的主体在把握教学规律的前提下设定课堂教学进度,并受课堂教学目标引导,为实现课堂教学目标服务,同时在课堂教学目标指示的范围内,在实现课堂教学目标的过程中探讨和驾驭规律,以求课堂教学进度更趋合理。它是课堂教学进度合目的性、合规律性与合发展性的有机统一,同时兼具相对性与情感性等特征。以此内涵为依据,课堂教学进度合理性有形式合理性与实质合理性两种型态。实质合理性又具有三个特征:教的进度与学的进度协调平衡;预设性与灵活性辩证统一;教学进度统一兼顾客观差异。在教学活动中,可以将主体能动性、目标适切性、对象真实性与内容科学性作为设定课堂教学进度的参照依据。由于受情境因素、智能因素、文本因素等多方面因素的影响与制约,教学进度主体可以通过提高自身素质、优化教学、反馈调整、提高学生的学习能力等多种途径来促进课堂教学进度合理性水平的提高。通过课堂教学进度合理性研究,最后得出两点结论:课堂教学进度合理性的实质是“适度”;亟需开展课堂教学进度合理性的实证性研究。更多还原

【Abstract】 Teaching pace has an important effect on the quality of teaching. Centralization of ignores the differences between students: big teaching pace bears the heavy burden and pressure on the students, leading to the drop of their self-confidence and interest, and to the prominent phenomenon of being tired of study. Finally, many teachers feel weary; small teaching pace makes the students’interest and willpower drop, and also hampers the development of their thinking, so the quality of teaching can’t change. On the other hand, teaching pace has a contradiction to relatively limited time. Conforming to the requirements of the in-depth development of curriculum and instruction reform, at the same time, in order to improve the current teaching situation and defuse the contradiction, this paper tries to construct the framework of rationalization theory on classroom teaching pace through examining and interpreting the concept of teaching pace, and provides the teaching practitioners with some strategic suggestions in the underline of the theory of teaching pace rationality, helping to change quantitative teaching to qualitative teaching, and improve teaching effectiveness.What the rationalization on classroom teaching pace refers to is the main body of teaching pace, guided by the classroom teaching goals, sets classroom teaching pace in the grasp of the teaching laws, so as to make classroom teaching pace more reasonable in the scope of teaching goals on the basis of controlling teaching pace laws. It is an organic unity with a classroom teaching purposes, goal of the development of students, and the teaching laws, and also with another two characteristics of relativity and emotionality. Based on those, rationalization on classroom teaching pace includes two kinds of states: the form rationality and the substantive rationality. The latter also shows three obvious characteristics: the balance and coordination between teaching pace and learning pace; the dialectical unification between anticipation and flexibility; centralization with objective differences. In teaching activities, active main body, appropriate goals, authentic objectives and scientific contents are the principles of rationalization on classroom teaching pace. Because of the situational, intelligent, text and other influential factors, rationalization on classroom teaching pace can be enhanced by improving teachers’quality, optimizing teaching factors, feedback and adjustment, developing students’learning capacity and many other ways.During the discussion on rationalization of classroom teaching pace, we can draw two conclusions: the essence of rationalization of classroom teaching pace is〝moderate〞; it is very necessary to carry out real diagnostic research on it.更多还原