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在一次骨干教师的评课活动中,我听了二十多节陆蠡《囚绿记》(苏教版《语文》九年级上),这是真实的语文课堂。听着各个选手的讲授,我不断地思考着语文教学的效率问题,思考着一个古老的命题:教学是艺术,还是科学?20世纪以前西方教育理论的确认为,教学是一种教师个性化的、没有“公共方法”的行为,难以用科学的方法进行研究。但是,教学如果过于强调其艺术的本质,那么教学的效率则无从判断,尤其是人文性极强的语文学科,就更难判断学生具体的进步和发展了。
In one of the key teachers’ assessment activities, I listened to more than twenty festivals of Lu Yin’s “Prisoner’s Green Record” (in the ninth grade of Jiangsu Education Edition “Language”). This is a real Chinese language class. Listening to the lectures of various players, I kept thinking about the efficiency of Chinese teaching and thought about an ancient proposition: whether teaching is an art or a science? Before the 20th century, Western education theory confirmed that teaching was a teacher’s individualization. There is no “public method” behavior and it is difficult to conduct research in a scientific way. However, if teaching emphasizes too much on the nature of art, then the efficiency of teaching cannot be judged. In particular, it is even more difficult to determine the specific progress and development of students because of the highly humanistic language disciplines.