新课程理念下的有效教学行为研究
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摘要
教学行为是教师在课堂教学中为完成教学目标而采取的行为，有效教学行为是能够促使学习目标达成的教学行为。如果教师能够判断自身行为的有效性，那么教师教学的有效性就会极大地提高。在新课程改革的背景下，教师的教学行为是否对新课程有效，直接影响着新课程改革的成效。文献研究表明，到目前为止，我国教育理论界对着眼于新课程理念的有效教学行为的研究仍显不足，体系的建构还很不完善，更缺少对新课程教学实践的有效指导。因此，本研究论文通过文献分析、访谈和观察等方法，对有效教学行为的概念、有效教学行为的共性特征，以及新课程标准下有效教学行为的特征和教师在实践中的行为转向等问题进行了研究，以期澄清人们对教学行为的模糊认识，为广大教师在新课程中的实践工作提供一定的参考。
在本研究论文的视野里，教学行为是教师在课堂生活中的生命活动方式，是教师的职业行为，是教学活动的实体部分，是构成教学活动的细节和内容，教学行为的质量直接决定了教学的质量。教学行为是联系教学系统中观念因素和物质因素的纽带，可以改造教学观念，选择合适的物质条件，主导学生的学习行为，是教学系统的核心部分。由于所有的教学行为都可以依据一定的判断标准被划分成有效教学行为和无效教学行为，所以人们总是以教学目标的达成效果来表达对教学的价值追求。因此有效教学行为的判断也应以课程与教学目标为依据，有效教学行为应是对课程与教学目标有效的行为，无效教学行为则相反。
本研究表明，有效教学行为在总体上表现出时代性、文化性、情境性、整体性、功能多样性和有效的相对性等特征，这些特征超越了具体的历史条件的限制，具有一定的普适性。在现阶段的中国，由政府制定的新课程标准理应是目前中国基础教育发展方向的代表。据此，现阶段有效的教学行为应是对新课程标准有效的教学行为。新课程标准指导下的有效教学行为应该体现出开放、解放、反思，支持以及公平的特征，符合世界教育大众化和民主化的发展潮流。本研究的观察结果证明，中小学教师正在努力摆脱传统的影响，开始以新课程标准的要求来衡量自身教学行为以及整体教学的有效性，追求学生的自主学习，教学行为逐渐丰富，并向开放性、目标的整体性方向发展，这些变化标示着教师的教学理念正在发生变化。同时，我们也发现，在教师的教学行为转向的过程中出现了各种问题，教学秩序管理和教学时间管理都面临着挑战，学生的两级分化严重，教学行为的个体适应性不足，教学行为的使用比较刻板，教学行为选择具有随意性，更缺乏理性的引导。目前，我国
的基础教育课程改革正处于全面推进阶段，教师新的教学行为方式还没有完全确
立，旧的行为模式也很难在短期内从根本上变革，出现问题是必然的，我们应将问
题作为新课程改革深化的契机。
Teaching behavior is the behavior which being carried out by teachers in the classroom in order to achieve the academic goal. Effective teaching behavior is the one that can help teachers to finish the goal. The teachers will upgrade their teaching's effectiveness if they can discern what is effective teaching behavior. In the course of curriculum reform, teachers' teaching behavior must meet the new curriculum standard, otherwise the curriculum reform can be held out. But it shows by literature review that there is a few of people pay attention to this field so far in China, which results in not only theoretical limitation but also uselessness in practice. So in this paper, I use such methods as literature-analytical method, observation, and interview to study the effective teaching behavior and try to clarify the concept, and also give the teachers some help. The main contents include the concept and the common characters of effective teaching behavior, the characteristics of effective teaching b
ehavior under the guidance of the new curriculum standard and teachers' practice drift.
In this study, teaching behavior is the form of the being teachers in the classroom life, it is a kind of professional behavior and the entity of the teaching and learning, which consists of the whole teaching practice. The quality of teaching behavior determines the quality of the education. The teaching concept and the material are linked through the agency of teaching behavior that can change the concept, choose the proper material, and lead the learning behavior of students. All the teaching behavior can be divided into the effective teaching behavior and the ineffective teaching behavior. The academic goal is the standard judging which behavior is effective, and which one is ineffective. My understanding is that the effective teaching behavior should help teachers to achieve the academic goal.
At the same time, this study shows that all kinds of effective teaching behavior have some common characters. The feature of the same kind of teaching behavior changes in different ages and different culture, the context of teaching affects the teaching behavior, the effective teaching behavior can interact with other teaching behavior and realize many functions, and the effectiveness is not absolute. In today's China, only the government can lead us make progress in the area of education, then the new curriculum standard made by the government is modern, the effective teaching behavior is the behavior that can meet the new curriculum standard. Under the guidance of it, the
effective teaching behavior should be open, emancipatory, reflective, suspensory, and fair. The result that we have observed in the classroom proves that our teachers are struggling to act on the new curriculum standard. They pursuit the freedom and the independence in students' learning process, their teaching behaviors are becoming open and diversiform, and aim at all the aspects of the students. All these tell us that the teacher's idea about teaching is changing. We also find that there are many problems: The management of discipline and time is difficult. The students polarized, the teaching behavior can meet individual student's need. The teachers choose the teaching behavior randomly and use it unchangeable. The curriculum reform is underway, the new behavior model doesn't establish, the old one isn't gotten rid of, so we can't avoid the problem, what we should do now is to use them to advance the curriculum reform going deeper.
在本研究论文的视野里，教学行为是教师在课堂生活中的生命活动方式，是教师的职业行为，是教学活动的实体部分，是构成教学活动的细节和内容，教学行为的质量直接决定了教学的质量。教学行为是联系教学系统中观念因素和物质因素的纽带，可以改造教学观念，选择合适的物质条件，主导学生的学习行为，是教学系统的核心部分。由于所有的教学行为都可以依据一定的判断标准被划分成有效教学行为和无效教学行为，所以人们总是以教学目标的达成效果来表达对教学的价值追求。因此有效教学行为的判断也应以课程与教学目标为依据，有效教学行为应是对课程与教学目标有效的行为，无效教学行为则相反。
本研究表明，有效教学行为在总体上表现出时代性、文化性、情境性、整体性、功能多样性和有效的相对性等特征，这些特征超越了具体的历史条件的限制，具有一定的普适性。在现阶段的中国，由政府制定的新课程标准理应是目前中国基础教育发展方向的代表。据此，现阶段有效的教学行为应是对新课程标准有效的教学行为。新课程标准指导下的有效教学行为应该体现出开放、解放、反思，支持以及公平的特征，符合世界教育大众化和民主化的发展潮流。本研究的观察结果证明，中小学教师正在努力摆脱传统的影响，开始以新课程标准的要求来衡量自身教学行为以及整体教学的有效性，追求学生的自主学习，教学行为逐渐丰富，并向开放性、目标的整体性方向发展，这些变化标示着教师的教学理念正在发生变化。同时，我们也发现，在教师的教学行为转向的过程中出现了各种问题，教学秩序管理和教学时间管理都面临着挑战，学生的两级分化严重，教学行为的个体适应性不足，教学行为的使用比较刻板，教学行为选择具有随意性，更缺乏理性的引导。目前，我国
的基础教育课程改革正处于全面推进阶段，教师新的教学行为方式还没有完全确
立，旧的行为模式也很难在短期内从根本上变革，出现问题是必然的，我们应将问
题作为新课程改革深化的契机。
Teaching behavior is the behavior which being carried out by teachers in the classroom in order to achieve the academic goal. Effective teaching behavior is the one that can help teachers to finish the goal. The teachers will upgrade their teaching's effectiveness if they can discern what is effective teaching behavior. In the course of curriculum reform, teachers' teaching behavior must meet the new curriculum standard, otherwise the curriculum reform can be held out. But it shows by literature review that there is a few of people pay attention to this field so far in China, which results in not only theoretical limitation but also uselessness in practice. So in this paper, I use such methods as literature-analytical method, observation, and interview to study the effective teaching behavior and try to clarify the concept, and also give the teachers some help. The main contents include the concept and the common characters of effective teaching behavior, the characteristics of effective teaching b
ehavior under the guidance of the new curriculum standard and teachers' practice drift.
In this study, teaching behavior is the form of the being teachers in the classroom life, it is a kind of professional behavior and the entity of the teaching and learning, which consists of the whole teaching practice. The quality of teaching behavior determines the quality of the education. The teaching concept and the material are linked through the agency of teaching behavior that can change the concept, choose the proper material, and lead the learning behavior of students. All the teaching behavior can be divided into the effective teaching behavior and the ineffective teaching behavior. The academic goal is the standard judging which behavior is effective, and which one is ineffective. My understanding is that the effective teaching behavior should help teachers to achieve the academic goal.
At the same time, this study shows that all kinds of effective teaching behavior have some common characters. The feature of the same kind of teaching behavior changes in different ages and different culture, the context of teaching affects the teaching behavior, the effective teaching behavior can interact with other teaching behavior and realize many functions, and the effectiveness is not absolute. In today's China, only the government can lead us make progress in the area of education, then the new curriculum standard made by the government is modern, the effective teaching behavior is the behavior that can meet the new curriculum standard. Under the guidance of it, the
effective teaching behavior should be open, emancipatory, reflective, suspensory, and fair. The result that we have observed in the classroom proves that our teachers are struggling to act on the new curriculum standard. They pursuit the freedom and the independence in students' learning process, their teaching behaviors are becoming open and diversiform, and aim at all the aspects of the students. All these tell us that the teacher's idea about teaching is changing. We also find that there are many problems: The management of discipline and time is difficult. The students polarized, the teaching behavior can meet individual student's need. The teachers choose the teaching behavior randomly and use it unchangeable. The curriculum reform is underway, the new behavior model doesn't establish, the old one isn't gotten rid of, so we can't avoid the problem, what we should do now is to use them to advance the curriculum reform going deeper.
引文
[1] Thomas L. Good Jere E.Brophy 著 陶志琼等译，《透视课堂》，中国轻工业出版，2002年1月．
[2] 皮连生 绍瑞珍主编，《教育心理学》，华东师范大学出版社，1990年．
[3] Chen Xiaoduan, Research on effective teaching: what methods have been used?. 《现代教学研究》(香港)，2002，5．
[4] 李晓文 王莹著，《教学策略》，高等教育出版社，2000年8月．
[5] Gavin Brown, Year 11 Teacher views on student studying, 2000, [on line] availble:http://www.NZCER.com.
[6] 教学成效相关研究课题组，中学教师教学行为与教学成效的相关研究，天津师大学报，1998，2．
[7] 北京教育学院微格教学研究室，关于教师课堂教学行为聚类分析的试验研究，北京教育学院学报，1994，3．
[8] Joe Cullen, Kari Hadjivassiliou, etc, Review of current pedagogic research and practice in the felds of post-compulsory education and lifelong learning, Final report revised submitted to the Economic and Social Research Council By The Tavistock Institute, February 2002.
[9] Donald R. Cruickshank, Deborah Bainer, Kim Metcalf, The act of teaching, 1995年.
[10] 施良方 崔允漷著，《教学理论：教学的原理、策略与研究》，华东师范大学出版社，1999年．
[11] Stephen D.Brookfield著 张伟译，《批判反思型教师 ABC》，中国轻工业出版社，2002年1月．
[12] Time Management, Academic Monitoring, Teaching Function, Academic Feedback, [on line]available: http://www.usu.edu/teachall/text/behavior/LRBIpdf
[13] [日]佐藤正夫著 钟启泉译，《教学原理》，教育科学出版社，2001年6月．
[14] Bruce Joyce 等著 荆建华等译，《教学模式》，中国轻工业出版社，2002年1月．
[15] 夸美纽斯著 傅任敢译，《大教学论》，人民教育出版社，2001年，133。
[16] 杜威著 王承绪译，《民主主义与教育》，人民教育出版社，2001年5月．
[17] 傅道春，《教师行为访谈(一)》，黑龙江教育出版社，1996年，59．
[18] 钟启泉 崔允漷等编，《<基础教育课程改革纲要>试行)解读》，华东师范大学出版社，2001年8月．
[19] [美]小威廉姆E·多尔著 王红宇译，《后现代课程观》，教育科学出版社，2000年6月．
[20] Shirley R. Steinberg, Joe L. Kincheloe主编 易进译，《学生作为研究者》，中国轻工业出版社，2002年1月．
[21] 孙正聿著，《哲学通论》，辽宁人民出版社，1998年9月．
[22] 王海明，行为概念辩难，北京大学学报(哲学社会科学版)，1999，6．
[2] 皮连生 绍瑞珍主编，《教育心理学》，华东师范大学出版社，1990年．
[3] Chen Xiaoduan, Research on effective teaching: what methods have been used?. 《现代教学研究》(香港)，2002，5．
[4] 李晓文 王莹著，《教学策略》，高等教育出版社，2000年8月．
[5] Gavin Brown, Year 11 Teacher views on student studying, 2000, [on line] availble:http://www.NZCER.com.
[6] 教学成效相关研究课题组，中学教师教学行为与教学成效的相关研究，天津师大学报，1998，2．
[7] 北京教育学院微格教学研究室，关于教师课堂教学行为聚类分析的试验研究，北京教育学院学报，1994，3．
[8] Joe Cullen, Kari Hadjivassiliou, etc, Review of current pedagogic research and practice in the felds of post-compulsory education and lifelong learning, Final report revised submitted to the Economic and Social Research Council By The Tavistock Institute, February 2002.
[9] Donald R. Cruickshank, Deborah Bainer, Kim Metcalf, The act of teaching, 1995年.
[10] 施良方 崔允漷著，《教学理论：教学的原理、策略与研究》，华东师范大学出版社，1999年．
[11] Stephen D.Brookfield著 张伟译，《批判反思型教师 ABC》，中国轻工业出版社，2002年1月．
[12] Time Management, Academic Monitoring, Teaching Function, Academic Feedback, [on line]available: http://www.usu.edu/teachall/text/behavior/LRBIpdf
[13] [日]佐藤正夫著 钟启泉译，《教学原理》，教育科学出版社，2001年6月．
[14] Bruce Joyce 等著 荆建华等译，《教学模式》，中国轻工业出版社，2002年1月．
[15] 夸美纽斯著 傅任敢译，《大教学论》，人民教育出版社，2001年，133。
[16] 杜威著 王承绪译，《民主主义与教育》，人民教育出版社，2001年5月．
[17] 傅道春，《教师行为访谈(一)》，黑龙江教育出版社，1996年，59．
[18] 钟启泉 崔允漷等编，《<基础教育课程改革纲要>试行)解读》，华东师范大学出版社，2001年8月．
[19] [美]小威廉姆E·多尔著 王红宇译，《后现代课程观》，教育科学出版社，2000年6月．
[20] Shirley R. Steinberg, Joe L. Kincheloe主编 易进译，《学生作为研究者》，中国轻工业出版社，2002年1月．
[21] 孙正聿著，《哲学通论》，辽宁人民出版社，1998年9月．
[22] 王海明，行为概念辩难，北京大学学报(哲学社会科学版)，1999，6．