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一般百姓居家过日子,都会将商品和它的价格掂量掂量,再决定买不买。作教师的也应考虑考虑教学的投入与效益。教学成本是指为达成某一教学目标所付出的财力、人力、物力等。它不仅是评价教学成效的指标之一,而且有助于我们考虑如何在保证教学质量的前提下,减少成本,提高效益。教学成本与教学效果应该是成正比的。如果付出了教学成本而没有收到相应的教学效果;或者用更低的教学成本也能达到同样的教学效果,那这样的教学成本就偏高了。科学教学中过高的教学成本必将影响科学教学的有效开展,尤其在新课程中,过高的教学成本会让教师望而生畏,最终会阻碍新课程的进程。因此,我们一定要关注“教学成本”。本文拟例举新课程推广中科学课堂教学成本过高的若干情境。
When ordinary people live at home, they will weigh the amount of goods and their prices, and then decide whether to buy or not. Teachers should also consider the investment and benefits of teaching. Teaching costs refer to the financial, human, and material resources that are paid for reaching a certain teaching goal. It is not only one of the indicators for evaluating teaching effectiveness, but also helps us to consider how to reduce costs and improve benefits under the premise of guaranteeing teaching quality. Teaching costs and teaching effectiveness should be proportional to each other. If we pay the teaching cost without receiving the corresponding teaching effect; or we can achieve the same teaching effect with lower teaching cost, the teaching cost will be higher. Excessive teaching costs in science teaching will inevitably affect the effective development of science teaching. Especially in the new curriculum, excessive teaching costs will make teachers daunting and will eventually hinder the progress of the new curriculum. Therefore, we must pay attention to “teaching costs ”. This article intends to cite a number of situations where the cost of science classroom teaching in the promotion of new courses is too high.