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一 随着学校管理改革的深化,课堂教学质量的量化评估工作势在必行。围绕教师课堂教学质量能否进行量化的问题、争议者看法有二:其一,不能进行量化;其二可以进行量化。前者认为,引起教学质量的因素很多,不能单纯从教师一方找原因,整个教学工作是有机整体,不能割裂地只看一堂课,一堂课自始至终是一个动态过程,不能用静止的数量加以描述。这种理由在分析影响教学质量的因素方面以联系的,发展的眼光来看待课堂教学这一事物,因而是有道理的。然而,在就如何认识和能动地掌握课堂教学这一
With the deepening of the school management reform, the quantitative assessment of classroom teaching quality is imperative. There are two controversial issues surrounding the question of whether teachers’ classroom teaching can be quantified: first, they can not be quantified; second, they can be quantified. The former thinks that there are many factors that cause the quality of teaching. We can not simply find the reason from one side of the teacher. The whole teaching work is an organic whole. We can not only see one lesson in a splittable way. One lesson is a dynamic process from start to finish and can not be described in a quiescent amount. This reason makes sense in the analysis of the factors that affect the quality of teaching in a linked, developmental perspective to the classroom teaching of this thing. However, how to understand and actively grasp the classroom teaching this one