摘要
如何提高教学的有效性作为人们对教学的追求，长久以来一直受到众多学者的关注，但其成为一种极具代表性的教学理论却是在20世纪80年代。在这种教学理论的指导下，出现了许多的教学模式，如程序教学模式、掌握学习模式等。本论文以有效性教学理论为研究对象，分为研究的分析、主要实践环节的归纳和最新动态及未来发展方向的展望三个部分。
第一部分笔者对有效性教学理论的相关概念、研究内容和研究模式三个方面进行理论上的探讨。有效性反映的是预期结果的实现程度。通常所指的有效性教学是特指教师通过各种教学活动，使学生获得最佳学习效果的教学过程，其研究切入点是教师教学行为，但落脚点却是学生，以学生的表现作为评判的依据。“有效性教学”研究实际上早于“学校效能”研究，二者直到20世纪60年代才逐渐相互结合。在研究内容上，有效性教学一般从内容、过程、结果三个维度展开，在研究中形成了表层分析、心理学分析和教育学(教学艺术)分析三种主要的研究模式。
在第二部分中，笔者重点对效能型教师的教学行为展开研究。虽然有效性教学中涉及学校层面的因素，但其研究重点仍放在课堂上，在本人可查到的有“effective teaching”词条的英文教育词典中，无一例外的都将其等同于“teacher effectiveness”，因此笔者对有效性教学的实践环节的分析皆以效能型教师的教学行为为中心，不涉及学生。概括的说，效能型教师的行为包括关键行为(清晰流畅的表达、教学手段多样化、以任务为导向、维持学生对学习过程的投入、保证学生的成功度)和辅助行为(利用学生的观念和参与、精心组织、恰当提问、展开探询、传递自身的影响)两大类。教师的这些行为成为运用各种教学策略的基础。由于篇幅的限制，在这一部分里笔者并没有将有效性教学的所有实践方面都一一表述出来，只求已论述的几个方面能够对读者理解有效性教学有所帮助。
第三部分是对有效性教学的最新动态的探索及发展方向的分析。在有效性教学理论成型和发展的同时，另一种同样极具代表性的教学理论——反思性教学(reflective teaching)理论也在兴起与发展。这样，在有效性教学理论的最新发展中，可以发现它对反思性教学合理方面的借鉴愈来愈多。在此基础上，笔者认为有效性教学理论需进一步拓展视野，主要包括效能观、学习观和教师观三个方面，这样的有效性教学才是完整的。
以上三个部分构成了一个较为系统的有效性教学研究体系，希望通过本论文的研究能够澄清有效性教学的理论，并为增强其实践的系统性提供些许借鉴。
As a pursuit on teaching, scholars have been concerned on how to improve effectiveness of teaching all the time. But it was in 1980's that effective teaching came to be a representative teaching theory. In the direction of this teaching theory, many new teaching models have come into being, such as programmed instruction model, mastery of learning model and so on. The research objection of this paper is the theory of effective teaching which consists of three parts ?the research analysis , the induction of main practice and the new developments and the trends in the future about effective teaching.
In part one, I discuss the theoretically related concepts, contents of research and modes of research. Effective is about the extent of expected results. Effective teaching usually essentially refers to the teaching procedures that bring about the desired optimal to students through some instructional activities by teacher. Its starting point is teacher's teaching behavior. But the ending point is pupil. That's to say that it is evaluated according as the performance of student. In fact, the research on "effective teaching" was earlier than the one on "school effectiveness". They were detached between each other until 1960's. As to the content of research, effective teaching is carried out from three dimensions ?context variables, process variables and product variables. In considering the "how" of effective teaching, three models have emerged which reflect contemporary thinking about effective teaching. They are surface level of analysis, psychological level analysis and pedagogical (craft of teaching) analysis.
In part two, I emphatically discuss the behavior of effectiveness teaching. Though the factor of school level is involved, its emphasis is still on classroom. Moreover they all regard "effective teaching" as "teacher effectiveness" in the English educational dictionary in that I can find the item of "effective teaching ". So the analysis of practice of effective teaching are all focused on the effective teacher behavior, instead of pupil. In a word, effective teacher behavior consists of key behavior (lesson clarity, instructional variety, teacher task orientation and student's success) and helping behavior (using student ideas and contribution, careful-organizing, proper questioning, probing and teacher's own influence). These behaviors are the bases of using teaching strategies.
In part three, I inquiry the new developments of effective teaching and analysis the direction in the future. While effective teaching come into being and continue to develop, another representative teaching theory - reflective teaching theory - is rising and developing. Then we can see that effective teaching more and more benefit from the rational aspects of reflective teaching. On this base, I think that effective teaching theory need to expand the vision fields further more, mainly including the views of effectiveness, learning and teacher, in this way effective teaching is really complete and perfect.
The above three parts form a systemic system of effective teaching research.
引文
1．中央教育科学研究所比较教育研究室．国际简明教育百科全书——教学(上、下)．北京：教育科学出版社，1990．
2．“中国”教育学会．有效性教学研究．台北：台湾书店，1987．
3．陈厚德．基础教育新概念——有效教学．北京：教育科学出版社，2000．
4．汤罗士·哥顿著，欧申谈译．教师效能训练．台北：教育资料文摘杂志社，1981．
5．林生傅．新教学理论与策略——自由开放社会中的个别化教学与后个别化教学．台北：五南图书出版公司，1989．
6．钟启泉．现代教学论发展．北京：教育科学出版社，1992．
7．上海市育才中学．发展性教学策略研究．上海：华东师范大学出版社，1998．
8．崔允漷，施良方．教学理论．上海：华东师范大学出版社，1999．
9．王斌华．发展性教师评价制度．上海：华东师范大学出版社，1998．
10．邵瑞珍．教育心理学(修订本)．上海：上海教育出版社，1997．
11．李维．认知心理学研究．杭州：浙江人民出版社，1998．
12．顾明远．教育大词典(5)．上海：上海教育出版社，1990．
13．陈心五．中小学课堂教学策略．北京：人民教育出版社，1998．
14．林崇德．教育的智慧——写给中小学教师．北京：开明出版社，1999．
15．熊川武．学习策略论．南昌：江西教育出版社，1997．
16．熊川武．反思性教学．上海：华东师范大学出版社，1999．
17．熊川武．试析反思性教学．教育研究，2000(2)：59-76．
18．熊川武．说反思性教学．中国教育报，1999-7-3(4)。
19．俞国良，辛自强，林崇德．反思训练是提高教师素质的有效途径．高等教育师范研究，1999，(4)：69-73．
20．白益民．高成效教师行为特征研究．教育研究与实验，2000，(4)：31-37．
21．王建龙，彭学秀．高成效教师的典型行为特征．天津教育，1998，(4)：12-13．
22．屈卫国．教师教学效能感与教学效果的关系．教育科学，1999，(4)：42-44．
23．白益民．学习时间与学习结果关系模型研究述评．外国教育研究，1999，(6)：1-7．
24．谌启标、柳国辉．国外学校有效性研究发展述评．外国教育研究，2000，(1)：13-16．
1. Borich, G. D. (1992). Effective teaching methods (2nd ed.). New York: Merrill.
2. Borich, G. D. (2000). Effective teaching methods (4th ed.). New Jersey: Prentice-Hall, Inc..
3. Brubacher, J. W., Case, C. W., Reagan, T. G. (1994). Becoming a Reflective Educator. California: Corwin Press, Inc..
4. Burden, P. R. & Byrd, D. M. (1999). Methods for Effective Teaching. the United States of America: Allyn & Bacon.
5. Eggen, P. D. & Kauchak, D. P. (2001). Strategies for Teachers: Teaching Content and Thinking Skills (4th ed.). Massachusetts: Allyn and Bacon.
6. Husen, T. (1994). The International Encyclopedia of Education (Volume 8). Great Britain: BPC Wheatons Ltd. Exeter, Second edition.
7. Kyriacou, C. (1986). Effective teaching in school. England: Basil Blackwell Ltd..
8. Ornstein, A. C. (1990). Strategies for effective teaching. New York: Harper Collins Publishers, Inc..
9. Pollard, A. & Triggs, P. (1997). Reflective Teaching in Secondary Education. London: Cassell.
10. Riner, P. S. (2000). Successful Teaching in the Elementary Classroom. New Jersey: Prentice- Hall, Inc..
11. Valli, L. (1992). Reflective Teacher Education: cases and Critiques. State University of New York Press.
12. Wilen, W. W. (1991), Questioning skills, for teacher (3rd ed.), Washington, DC: National Education Association.
13. Collier, S. T.. Characteristics of Reflective Thought During the Student Teaching Experience. Journal of Teacher Education. 1999(5/6), p. 173-181.
14. Killen, L. R.. Reflecting on Reflective Teaching: A Response. Journal of Teacher Education. 1959(3/4), p.49-52.