中师课堂教学效率探析
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摘要
教学效率是教学系统功能状况的反映，是对教学主体在教学活动中为实现教学目标和任务所具备的能力、水平及双方有机配合、协调统一程度的揭示。它必须以教学目标为依据，是学生的学习收获与教师、学生的教学活动量在时间尺度上的量度。
教学效率的评判主要应从教学时间的配置和利用状况，课堂教学内容的量和质，教学主体特别是学生主体性的发挥程度以及教学效果等方面来进行。所谓教学时间的配置，指的是教师根据教学内容和学生状况，确定教学目标和任务，教学难点和重点，选择教学方法﹑手段及教学风格，并合理分配各教学时段时间的筹划行为。教学时间的利用率指的是实际学习时间与安排学习时间的比率。而实际学习时间指的是学生专注于逻辑上与学习目标相关联，适合于学生水平的学习活动时间。课堂教学内容是课堂教学活动的中介。对课堂教学内容的评价应从质和量两个方面来进行。单位时间内教学内容过多或过少，过难或过易都会影响教学效率。在班级授课制的教学组织形式下，学生的主体性常常会受到一定的限制。因此，分析和评价课堂教学效率，一定要考虑学生主体在教学过程中的参与状况。学生主体参与教学状况的评价应从学生参与教学的意识和行为，参与教学的状态类型，参与教学的程度高低等方面进行。教学效果的评价离不开教学目标。课堂教学目标可划分为知识目标﹑能力目标﹑情感目标和德育目标。在评价教学效果时不仅要关注集体目标，也要关心每一个学生，特别是优秀生和后进生课堂目标的达成度。另外，对任何一个学科课堂教学效率的评价，还要考虑教学条件﹑课型特征以及教学活动的动态性和生成性。在具体教学评价中，应坚持辨证法，避免教条主义。
根据中师教学现状及存在的问题，我们认为课堂教学效率提高的前提是正确的教学观念，提高的关键是师生的有效互动和教学系统的整体优化，提高的保证是必要的教学管理措施。在教学观念中，效率观念和时间道德意识应成为教师师德修养的重要内容。良好教学效率的实现是教师教学劳动中各职业道德观念的基础和核心。正确的学生观和教学观是解决中师课堂教学中“教学失控”和学生学习积极性﹑主动性不高的前提条件。在课堂教学中，要达到教学主体的有效互动，就要实现教师“因学而教”和学生“因教而学”的有机统一；要实现教学系统的整体优化，就要运用系统方法对课堂活动进行教学设计。为此，教师首先要对学生进行研究，洞察其学习心理，并根据教学内容，构建科学合理且能体现师范特色的教学目标。在教学管理中，主要应确立效率评价在教学评价中的地位，以引起人们对教学效率的关注和追求。同时，还要加强对教师的培训，鼓励教学科研，建设一支素质过硬，业务娴熟的师资队伍。
The efficiency of the teaching and learning is a reflection of the function of the teaching and learning system, and a measurement of both the students' harvest and the teachers and students' activity in the time scale, the estimation of which must be on the basis of the aim of the teaching and learning. The main bodies' competence and level will show up when they carry out the teaching and learning action.
In order to judge the efficiency of the teaching and learning, one must take into consideration such aspects as the time, the content, the main body and the effect of the teaching and learning. In other words, the reasonable scheme and utilization for time, the high quantity and quality of the lesson content, the teachers and students' property exertion and the achievement of the aim are indispensable for the judgment of the efficiency of the teaching and learning. The scheme of classroom time is the designing action that the teachers determine the aim and task, difficult point and emphases of content, select ways and means of teaching according to the lesson and students. The useful rate is a ratio of practical and arranged time. The content should be assessed by the quality and quantity of a lesson. The students go-aheadism will be restricted in the teaching process. Hence, the condition of student participation should be estimated by the students' thought, behavior and emotion, and so on. It is impossible to judge the efficiency of the teaching-learning without the guide of the teaching-learning aim. The aim of a lesson could be partitioned into the aim of knowledge, competence, emotion and moral education. In the course of the assessing of the result of teaching, the whole student's achievement must be taken into consideration. In addition, not only the condition of teaching, the character of a lesson, but also the mobile state of teaching-learning action must be paid attention to for the estimation of the efficiency of any subject. Moreover, we must insist on the dialectics, and turn away the doctrinairism.
According to the situation of teaching-learning in the normal school, the author thinks that: (1) the proper notion of the teaching is an important prerequisite, (2) the optimization of teaching-learning system and the effective intercourse between the teachers and students
are the key factor, and (3) the administer means must be available. Three of these factors must be paid attention for the improvement of the teaching-learning efficiency. In the concept of the teaching-learning, the concept of the efficiency and the moral consciousness of time should become the important content of teachers' culture. The realization of teaching efficiency is a foundation and core of the concept of professional morality in the teaching action. The correct attitude to student and teaching is the precondition in solving "loss control of teaching" and worse go-aheadism of students. The teachers must design the lesson with systematical method for attaining the integral optimizatoin of the teaching-learning system. Therefor, teachers must study students and lessons in order to establish the scientific aim with normal school feature. In the teaching administration, the status of estimation of the teaching efficiency should be paid attention for causing people' concern and pursue. At the same time, the training of teacher must be reinforced so that the high accomplishmental and skilled teacher teams form.
教学效率的评判主要应从教学时间的配置和利用状况，课堂教学内容的量和质，教学主体特别是学生主体性的发挥程度以及教学效果等方面来进行。所谓教学时间的配置，指的是教师根据教学内容和学生状况，确定教学目标和任务，教学难点和重点，选择教学方法﹑手段及教学风格，并合理分配各教学时段时间的筹划行为。教学时间的利用率指的是实际学习时间与安排学习时间的比率。而实际学习时间指的是学生专注于逻辑上与学习目标相关联，适合于学生水平的学习活动时间。课堂教学内容是课堂教学活动的中介。对课堂教学内容的评价应从质和量两个方面来进行。单位时间内教学内容过多或过少，过难或过易都会影响教学效率。在班级授课制的教学组织形式下，学生的主体性常常会受到一定的限制。因此，分析和评价课堂教学效率，一定要考虑学生主体在教学过程中的参与状况。学生主体参与教学状况的评价应从学生参与教学的意识和行为，参与教学的状态类型，参与教学的程度高低等方面进行。教学效果的评价离不开教学目标。课堂教学目标可划分为知识目标﹑能力目标﹑情感目标和德育目标。在评价教学效果时不仅要关注集体目标，也要关心每一个学生，特别是优秀生和后进生课堂目标的达成度。另外，对任何一个学科课堂教学效率的评价，还要考虑教学条件﹑课型特征以及教学活动的动态性和生成性。在具体教学评价中，应坚持辨证法，避免教条主义。
根据中师教学现状及存在的问题，我们认为课堂教学效率提高的前提是正确的教学观念，提高的关键是师生的有效互动和教学系统的整体优化，提高的保证是必要的教学管理措施。在教学观念中，效率观念和时间道德意识应成为教师师德修养的重要内容。良好教学效率的实现是教师教学劳动中各职业道德观念的基础和核心。正确的学生观和教学观是解决中师课堂教学中“教学失控”和学生学习积极性﹑主动性不高的前提条件。在课堂教学中，要达到教学主体的有效互动，就要实现教师“因学而教”和学生“因教而学”的有机统一；要实现教学系统的整体优化，就要运用系统方法对课堂活动进行教学设计。为此，教师首先要对学生进行研究，洞察其学习心理，并根据教学内容，构建科学合理且能体现师范特色的教学目标。在教学管理中，主要应确立效率评价在教学评价中的地位，以引起人们对教学效率的关注和追求。同时，还要加强对教师的培训，鼓励教学科研，建设一支素质过硬，业务娴熟的师资队伍。
The efficiency of the teaching and learning is a reflection of the function of the teaching and learning system, and a measurement of both the students' harvest and the teachers and students' activity in the time scale, the estimation of which must be on the basis of the aim of the teaching and learning. The main bodies' competence and level will show up when they carry out the teaching and learning action.
In order to judge the efficiency of the teaching and learning, one must take into consideration such aspects as the time, the content, the main body and the effect of the teaching and learning. In other words, the reasonable scheme and utilization for time, the high quantity and quality of the lesson content, the teachers and students' property exertion and the achievement of the aim are indispensable for the judgment of the efficiency of the teaching and learning. The scheme of classroom time is the designing action that the teachers determine the aim and task, difficult point and emphases of content, select ways and means of teaching according to the lesson and students. The useful rate is a ratio of practical and arranged time. The content should be assessed by the quality and quantity of a lesson. The students go-aheadism will be restricted in the teaching process. Hence, the condition of student participation should be estimated by the students' thought, behavior and emotion, and so on. It is impossible to judge the efficiency of the teaching-learning without the guide of the teaching-learning aim. The aim of a lesson could be partitioned into the aim of knowledge, competence, emotion and moral education. In the course of the assessing of the result of teaching, the whole student's achievement must be taken into consideration. In addition, not only the condition of teaching, the character of a lesson, but also the mobile state of teaching-learning action must be paid attention to for the estimation of the efficiency of any subject. Moreover, we must insist on the dialectics, and turn away the doctrinairism.
According to the situation of teaching-learning in the normal school, the author thinks that: (1) the proper notion of the teaching is an important prerequisite, (2) the optimization of teaching-learning system and the effective intercourse between the teachers and students
are the key factor, and (3) the administer means must be available. Three of these factors must be paid attention for the improvement of the teaching-learning efficiency. In the concept of the teaching-learning, the concept of the efficiency and the moral consciousness of time should become the important content of teachers' culture. The realization of teaching efficiency is a foundation and core of the concept of professional morality in the teaching action. The correct attitude to student and teaching is the precondition in solving "loss control of teaching" and worse go-aheadism of students. The teachers must design the lesson with systematical method for attaining the integral optimizatoin of the teaching-learning system. Therefor, teachers must study students and lessons in order to establish the scientific aim with normal school feature. In the teaching administration, the status of estimation of the teaching efficiency should be paid attention for causing people' concern and pursue. At the same time, the training of teacher must be reinforced so that the high accomplishmental and skilled teacher teams form.
引文
1 王策三著《教学论稿》，人民教育出版社，1995年版
2 李秉德、李定仁主编《教学论》，人民教育出版社，1998年版
3 吴文侃主编《比较教学论》，人民教育出版社，1996年版
4 乌美娜主编《教学设计》，高等教育出版社，2000年版
5 李克东、谢幼如著《多媒体组合教学设计》，科学出版社，1994年版
6 王汉澜主编《教育评价学》，河南大学出版社，1995年版
7 施良方著《学习论》，人民教育出版社，1996年版
8 邵瑞珍主编《教育心理学》，上海教育出版社，1998年版
9 高文主编《现代教学的模式化研究》，上海教育出版社，1998年版
10董奇《儿童创造力发展心理学》，浙江教育出版社，1998年版
11 皮连生主编《学与教的心理学》，华东师大出版社，1999年版
12 陈佑清《论教学效率》，《教学与管理》1994年5期
13 梁建《课堂教学效率的分析评价及其提高的措施》，《中国教育学刊》1997年第1期
14 李涛《提高课堂教学效率之我见》，《教育理论与实践》2000年第2期
15 金赶年《努力提高课堂教学效益 切实推进素质教育》，《西南师范大学学报》1999年第4期
16 董仕杰《试论语文课堂教学的效率评价》，《西南师范大学报》1994年第4期
17 孟庆男《试论教师的时间素质》，《现代教育研究》1998年第2期
18 孟庆男《论教师的时间道德修养》，《中国教育学刊》1998年第3期
19 华国栋《强化素质教育 体现师范特色—对中师课堂教学改革的思考》，《师范教育》1997年第10期
20 李刚《课堂教学效率刍议》，《师范教育》1998年第6期
21 福建省教委师范处《更新教学观念 深化课堂教学改革》，《师范教育》1998年第6期
22 李桂英《中师课堂教学改革的思考》，《师范教育》1998年第10期
23 彭婷《影响中师学生学习因素的分析与对策》，《教育评论》1999年5期
24 苏敏《关于公平和效率的哲学思考》，《中国人民大学学报》1997年第5期
25 张伟良《论教学系统中教师和学生的互制耦合》，《系统辩证学学报》1999年第2期
2 李秉德、李定仁主编《教学论》，人民教育出版社，1998年版
3 吴文侃主编《比较教学论》，人民教育出版社，1996年版
4 乌美娜主编《教学设计》，高等教育出版社，2000年版
5 李克东、谢幼如著《多媒体组合教学设计》，科学出版社，1994年版
6 王汉澜主编《教育评价学》，河南大学出版社，1995年版
7 施良方著《学习论》，人民教育出版社，1996年版
8 邵瑞珍主编《教育心理学》，上海教育出版社，1998年版
9 高文主编《现代教学的模式化研究》，上海教育出版社，1998年版
10董奇《儿童创造力发展心理学》，浙江教育出版社，1998年版
11 皮连生主编《学与教的心理学》，华东师大出版社，1999年版
12 陈佑清《论教学效率》，《教学与管理》1994年5期
13 梁建《课堂教学效率的分析评价及其提高的措施》，《中国教育学刊》1997年第1期
14 李涛《提高课堂教学效率之我见》，《教育理论与实践》2000年第2期
15 金赶年《努力提高课堂教学效益 切实推进素质教育》，《西南师范大学学报》1999年第4期
16 董仕杰《试论语文课堂教学的效率评价》，《西南师范大学报》1994年第4期
17 孟庆男《试论教师的时间素质》，《现代教育研究》1998年第2期
18 孟庆男《论教师的时间道德修养》，《中国教育学刊》1998年第3期
19 华国栋《强化素质教育 体现师范特色—对中师课堂教学改革的思考》，《师范教育》1997年第10期
20 李刚《课堂教学效率刍议》，《师范教育》1998年第6期
21 福建省教委师范处《更新教学观念 深化课堂教学改革》，《师范教育》1998年第6期
22 李桂英《中师课堂教学改革的思考》，《师范教育》1998年第10期
23 彭婷《影响中师学生学习因素的分析与对策》，《教育评论》1999年5期
24 苏敏《关于公平和效率的哲学思考》，《中国人民大学学报》1997年第5期
25 张伟良《论教学系统中教师和学生的互制耦合》，《系统辩证学学报》1999年第2期