改革开放35年来我国中小学教学改革模式评析

余文森,刘家访

doi:10.13718/j.cnki.jsjy.2015.06.008

教师教育学报

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改革开放35年来我国中小学教学改革模式评析

余文森,刘家访. 改革开放35年来我国中小学教学改革模式评析[J]. 教师教育学报, 2015, 2(6): 54-71. doi: 10.13718/j.cnki.jsjy.2015.06.008

引用本文:

余文森,刘家访. 改革开放35年来我国中小学教学改革模式评析[J]. 教师教育学报, 2015, 2(6): 54-71. doi: 10.13718/j.cnki.jsjy.2015.06.008

YU Wen-seng,LIU Jia-fang. An Analysis of the Model of Teaching Reform in the Primary and Secondary Schools over the Past 35 Years[J]. Journal of Teacher Education, 2015, 2(6): 54-71. doi: 10.13718/j.cnki.jsjy.2015.06.008

Citation:

YU Wen-seng,LIU Jia-fang. An Analysis of the Model of Teaching Reform in the Primary and Secondary Schools over the Past 35 Years[J]. Journal of Teacher Education, 2015, 2(6): 54-71. doi: 10.13718/j.cnki.jsjy.2015.06.008

改革开放35年来我国中小学教学改革模式评析

余文森,刘家访

福建师范大学 1· 教师教育学院 ; 教育学院,福建福州,350007

An Analysis of the Model of Teaching Reform in the Primary and Secondary Schools over the Past 35 Years

YU Wen-seng,LIU Jia-fang

摘要: 改革开放以来，我国中小学教学改革已走过了35年的历程，其中具有代表性、产生深刻影响且至今仍然发挥着重要作用的主要有双基教学、目标教学、情感教学、主体性教学、生命性教学、“先学后教”、新课程教学改革七种模式。对其进行反思与评价，从中总结出一系列的经验、教训，探寻我国中小学教学改革的未来走向与出路，是当前教学论研究的一项重要任务。这七种教学改革都将课堂作为改革的立足之地，一改只关注教师的“教”这一传统视角，从多种视角关注学生的“学”，在教学理论与实践之间寻求平衡，不仅丰富、完善了我国的教学理论，促进了教学论的学科建设，而且作为理论形态直接介入和引导教学实践，成为提升教学质量的有效方式。
- 教学改革；双基教学；目标教学；情感教学；主体性教学；生命性教学；新课程教学改革
Abstract: Since the Reform and Opening-up Policy was launched in 1 978,the teaching reform in pri-mary and secondary schools in China has been going on for 35 years.The typical and most influential models of teaching reforms include:Double-base Teaching,the Target Teaching,the Emotional Teaching,the Student-centered Teaching,the Life Influence Teaching,the Teaching after Learning and the New Curriculum Reform.It is a major task for current researchers on teaching theories to re-flect on and evaluate those teaching reform experiments,with whose help they would come to a con-clusion,learn a lesson and explore the future way out for the reform of teaching in China.The seven teaching reform models set their reform footholds in the classroom,transform people??s traditional fo-cus on “teaching”to “learning”so that a balance is reached between teaching theories and practice. Therefore,these reform models not only enrich theories of teaching and promote the discipline con-struction,but also prove to be the most effective way of improving teaching as they are engaged di-rectly in teaching practice in a form of theoretical guidance.
- teaching reform；Double-base Teaching；Target Teaching；Emotional Teaching；Student-centered Teaching；Life Influence Teaching；New Curriculum Teaching Reform .

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改革开放35年来我国中小学教学改革模式评析

余文森,刘家访

福建师范大学 1· 教师教育学院 ; 教育学院,福建福州,350007

关键词:

教学改革；双基教学；目标教学；情感教学；主体性教学；生命性教学；新课程教学改革

摘要: 改革开放以来，我国中小学教学改革已走过了35年的历程，其中具有代表性、产生深刻影响且至今仍然发挥着重要作用的主要有双基教学、目标教学、情感教学、主体性教学、生命性教学、“先学后教”、新课程教学改革七种模式。对其进行反思与评价，从中总结出一系列的经验、教训，探寻我国中小学教学改革的未来走向与出路，是当前教学论研究的一项重要任务。这七种教学改革都将课堂作为改革的立足之地，一改只关注教师的“教”这一传统视角，从多种视角关注学生的“学”，在教学理论与实践之间寻求平衡，不仅丰富、完善了我国的教学理论，促进了教学论的学科建设，而且作为理论形态直接介入和引导教学实践，成为提升教学质量的有效方式。

English Abstract

An Analysis of the Model of Teaching Reform in the Primary and Secondary Schools over the Past 35 Years

福建师范大学 1· 教师教育学院 ; 教育学院,福建福州,350007

Keywords:

教学改革；双基教学；目标教学；情感教学；主体性教学；生命性教学；新课程教学改革

Abstract: Since the Reform and Opening-up Policy was launched in 1 978,the teaching reform in pri-mary and secondary schools in China has been going on for 35 years.The typical and most influential models of teaching reforms include:Double-base Teaching,the Target Teaching,the Emotional Teaching,the Student-centered Teaching,the Life Influence Teaching,the Teaching after Learning and the New Curriculum Reform.It is a major task for current researchers on teaching theories to re-flect on and evaluate those teaching reform experiments,with whose help they would come to a con-clusion,learn a lesson and explore the future way out for the reform of teaching in China.The seven teaching reform models set their reform footholds in the classroom,transform people??s traditional fo-cus on “teaching”to “learning”so that a balance is reached between teaching theories and practice. Therefore,these reform models not only enrich theories of teaching and promote the discipline con-struction,but also prove to be the most effective way of improving teaching as they are engaged di-rectly in teaching practice in a form of theoretical guidance.