论有效教学的标准及特征

怎样的教学才是有效的、良好的教学？对这个问题的回答，一直是教学理论所要探索的最核心、最基本的问题之一。只有在这个问题上，达成某种共识，才能评判一堂课的好与坏、优与劣，才能对教师的教学工作作出真实而合理的评价。为此，本文从教学的“结果”与“过程”两个方面，尝试回答了有效教学的主要标准及特征，其中包括六条结果标准和十六条过程标准。结果标准与过程标准具有内在的逻辑一致性与连贯性，但它们之间的关系是多重的：有的是一条过程标准与一条结果标准相对应；有的是多条过程标准与一条结果标准相对应；有的是一条过程标准与多条结果标准相对应。

On the Standards and Features of Effective Teaching

What kind of teaching is effective or good teaching？It has been the most central and basic issue that modem teaching theory must explore. Only we reach certain consensus on this issue, can we correctly judge a class is good or bad, superior or inferior, can we make a authentic and reasonable assessment to the teacher＇ s teaching. To that end, this paper tries to put forward some main standards or features about good teaching around two dimensions, namely the results and the processes of effective teaching, the former contains six items of result standard, the latter contains sixteen items of process standard. The result -standards and the process -standards is inherently consistent and coherent from the view of logic, but the relationship between them is multiple： some is one standard of process corre-sponding to one standard of result; some is several standards of process corresponding to one standard of result; some is one standard of process corresponding to several standards of result.