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有人说“教师即课程”,这话说得好。因为新一轮的课改虽涉及课程的目标、功能、内容、结构、实施、评价等方方面面,但这些改革都要靠教师在教学的实践中去体认,去实现,去完善,去创造。又有人说“课改最终发生在课堂上”,这话更绝。因为课堂上的任何一种教学行为、一种学习方式、一种情感体验、一种创造氛围无不承载折射着一种教育理念。研究“课堂”无疑是研究课程改革的重中之重。所以,“聚焦课堂”既是目前教育研究的趋势,也是校本研修中提高教师教学素养的内核所在。为了更好地探究这一“焦点”,我与武汉、温州等地的青年教师朋友们共同摸索出了几种目的相同而形式各异的评课方式,现展示如下,供广大同人批评指正。
Some people say that “teachers are courses.” This is a good statement. Because the new round of curriculum reform involves all aspects of curriculum objectives, functions, content, structure, implementation, evaluation, etc., but these reforms must rely on teachers in the teaching practice to recognize, to achieve, to improve, to create. Some people say that “the curriculum reform eventually takes place in the classroom.” This is even more. Because any kind of teaching behavior in the classroom, a learning style, an emotional experience, and a creative atmosphere all bear a reflection of an educational concept. Studying “classroom” is undoubtedly the most important task in the study of curriculum reform. Therefore, “focusing on the classroom” is not only the current trend of educational research, but also the core of improving the teachers’ teaching quality in school-based research. In order to better explore this “focus”, I have worked with young teachers and friends in Wuhan and Wenzhou to find out several ways of evaluating teaching that have the same purpose and different forms. They are now displayed as follows for criticism by the majority of my colleagues.