摘要
本文首先针对当前中职学校文化基础课教学难的起因进行了分析,面对日益明显的班级学生差异,指出了当前学校采用的班级授课模式在教学方面存在的弊端,提出改进班级授课模式的形式——“分层次互动式”教学模式,旨在探索一条在班级授课制条件下对学生群体实施因材施教的有效途径,对解决当前焦点问题,创新教学组织形式具有重要现实意义。
通过对传统班级授课制进行了较系统、深入的分析,找出了影响其教学适应性的关键因素“同质性”,在此基础上,提出通过改变要素属性的方式,对传统班级授课制进行改进,以此阐述了构建“分层次互动式教学模式”的思路和方法。
根据“距离公式”,构建数学模型,阐释了教学与学习“起点”、“终点”概念,揭示了针对个体及群体教、学效率、效果与教、学“起点”、“终点”的内在联系,得出了“教与学效率、效果最佳的充分必要条件是教学起点等于学习起点,并且教学终点等于学习终点”的结论,为“分层”提供了理论依据;根据“最近发展区”理论,阐释了学生两种发展水平与教学的关系,指出“互动”是保持教学班级学生“同质性”的必要条件,为“互动”提供了理论依据。
从教学三要素入手,构建“教学效果”数学模型,进一步论证了分层次互动式教学模式获得教学效果的合理性,提出了实施分层次互动式教学模式三个原则,教学互适原则、学习中心原则、关注差异原则。
在理论研究的基础上,进行分层次互动式教学模式的实践研究,研究内容涉及模式的运行机理、“分层”“互动”的作用以及该教学模式运行的特点、优势和不足等方面,指出分层次互动式教学模式应对班级学生差异的教学优势,以及实施的条件,同时强调学校管理水平对模式运行的决定作用。最后提出了五条应用对策和建议,内容包括分层、互动、层级班教学与学生学习指导、成绩考核与评定和教师管理对策。
This paper firstly analyzed the causes of difficulty teaching of cultural basiccourse in secondary vocational school, facing more distinct difference of students,pointed out disadvantages existed in teaching on class teaching mode, put forwardimproved forms of class teaching mode, explored the effective ways to enforceteaching. According to students' aptitude towards students' stuff on the condition ofclass teaching, which has important realistic meaning to both solve present centralissue and create teaching organization form.
This paper defined cultural basic course and Multi-level and InteractionTeaching Mode, based on modern teaching theory, educational psychology andinitial nature structure theory, reflecting quality education. It initially builtMulti-level and Interaction Teaching Mode, and elaborated its main characters.
This paper made systematic and thorough analyze on class teaching system,found out key factor that influenced teaching application, that is same quality. On thebasis of it, this paper improved traditional class teaching system though changingcharacter of key element, elaborated the thought and ways to build Multi-level andInteraction Mode. Based on distance formula, it built mathematic mode, interpretedthe concept of “beginning and ending” in teaching, revealed the inner relationsbetween “beginning and ending” in teaching and learning and efficiency and effecttowards individual and stuff.
It also drew a conclusion which is the best sufficient and necessary condition ofefficiency and effect in teaching and learning, which is beginning of leaning andwhat's more ending of Teaching equals ending of learning which provided Theorybasis for Multi-level.
According to the theory of “latest development zone”, it interpreted therelations between two kinds of developmental level of students and teaching. Pointedout that interaction is necessary situation of keeping students' same quality. It alsoprovided theory for interaction. In the light of 3 key elements of teaching, builtteaching effect math mode, put toward applied counter-measure and suggestion.
Finally, the paper pointed out key conclusion, creativity and some questionneeded further research.
引文
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