摘要
从素质教育改革到新世纪基础教育课程改革,再到当下核心素养的热议,教学观念变革的惯常思维、教学“约定成俗”的偏误、教学价值观的错位等“固守性”改革逻辑可能会造成改革过程中“教学关怀”的缺失,以致教学改革成效不彰。基础教育教学改革的回归与深化在于回归教学基础性问题、重塑教学目的论精神、转变教学价值观与思维方式、激发教师教学创造性,促进“素养关怀”走向“教学关怀”。
From the reform of quality-oriented education to the reform of basic education curriculum in the new century, then to the heated discussion of key competencies at present, the "stubborn" reform ideas, such as the fixed thinking of teaching ideas, the bias of teaching comprehension and the misplacement of teaching values, may lead to the lack of "the concern of teaching" in the teaching process and reduce the effect of teaching reform. Only by returning to the basic problems of teaching, reshaping the spirit of teaching purpose, changing the teaching values and the ways of thinking, and inspiring the creativity of teachers can we truly implement the return and deepening of the basic education teaching reform, and promote the changes from the wconcern of qualities" to the uconcern of teaching".
作者
闫守轩
张铭芳
Yan Shouxuan;Zhang Mingfang(School of Education , Liaoning Normal University, Dalian Liaoning 116029, China)
出处
《课程．教材．教法》
CSSCI
北大核心
2019年第5期64-69,共6页
Curriculum，Teaching Material and Method
基金
2016年国家社会科学基金(教育学)一般项目“面向创新驱动发展战略的大学本科教学发展对策研究”(BIA160123)
关键词
素质教育
核心素养
教学关怀
教学改革
quality-oriented education
key competencies
concern of teaching
teaching reform
