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读了《语文教学通讯》第六期王峰同志《推动教改,需要争鸣》一文后,颇有同感。究竟哪种经验、理论,更切合实际,更具有普遍的指导和实践意义,的确需要切磋与争鸣,比较与探讨。但对文中的某些指责,我们实在不敢苟同。关于“最优”的概念“六课型单元教学法”又叫“最优中学教学方式实验法”。“教学方式最优化”指的是在给定的教学活动条件下,通过与给定的教学条件相符合的教学活动结构进行系统控制、取得与给定的教学条件相应的最大限度的教学活动效率(黎世法《论中学教学法最优化》)。我们认为“最优”的具体含义是:第一、它是一种宏观教学控制论的教学系统
After reading the article in the sixth issue of the “Languad Teaching Newsletter” Comrade Wang Feng’s “Promoting Educational Reform, Needs Contention”, it was quite the same. Which kind of experience and theory is more practical, more general and of practical significance, really needs to be discussed and debated, compared and discussed. However, we did not dare to agree with some of the accusations in the article. The “optimal” concept “six-class unit teaching method” is also called “optimal middle school teaching method experiment method.” “Optimization of teaching methods” refers to the systemic control of teaching activities that conforms to given teaching conditions under the conditions of given teaching activities, and the maximum teaching activity efficiency corresponding to the given teaching conditions. (Li Shifa “On the optimization of middle school teaching methods”). We believe the concrete meaning of “optimal” is: First, it is a teaching system of macro teaching and control theory.