摘要
高中语文课堂教学诊断是指高中语文执教教师本人根据生态系统健康理论以现行的教育价值观为标准通过对课堂教学生态系统诸要素及其关系的"诊视"与"判断",发现并总结经验,分析存在的问题并提出改进措施的一种方法和技能。在课堂生态分析的基础上,从活力要素、组织结构要素和恢复力要素等三个方面构建了高中语文课堂教学诊断标准体系,通过激发高中语文课堂教学活力、优化高中语文课堂教学组织结构、增强高中语文课堂教学恢复力、维护高中语文课堂教学平衡力,促进高中语文教师的专业发展,提高学生语言文字的应用能力和人文素养,对高中语文课堂生态建设具有很强的理论价值和现实意义。
High school Chinese language classroom teaching diagnosis means that high school Chinese language teachers take the current education values as standards according to ecosystem health theory, find and summarize experience by diagnosing and judging the elements of classroom teaching ecology system and their relationship, analyze existing problems and propose a counter- measure and technique for improvement. Based on classroom ecological analysis, a standard system for the diagnosis of high school Chinese language classroom teaching is established from three aspects, which are vitality element, organization structure element and resilience element respectively, it can promote the professional development of high school Chinese language teachers, and improve students＇ language application skills and humanities accomplishment, by stimulating the vitality of Chinese language tea- ching in high school, optimizing the organizational structure of Chinese language teaching in high school, enhancing the resilience of Chinese language teaching in high school, and maintaining the balance of Chinese language teaching in high school. It has strong theoretical and practical significance in the ecological construction of high school Chinese language classroom teaching.
出处
《教学研究》
2015年第1期106-111,共6页
Research in Teaching
基金
教育部人文社会科学研究规划基金项目(11YJA880093)
关键词
高中语文
课堂教学诊断
标准化
生态系统理论
high school Chinese language
classroom teaching diagnosis
standardization
ecological systems theory
作者简介
尹达（1978-），男，山东莘县人。博士研究生，主要研究方向为课程与教学、教学诊断以及教师专业发展。
