| 课堂教学文化:教学转型的内在机理 |
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| 引用本文： | 李秀萍.课堂教学文化:教学转型的内在机理[J].天津师范大学学报(基础教育版),2004,5(4):14-17. |
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| 作者姓名： | 李秀萍 |
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| 作者单位： | 北京师范大学教育科学学院,北京,100875 |
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| 摘 要： | 课堂教学文化具有根源性、隐蔽性、持久性、惰性的特点，正是因为文化的这些特点，导致了当前课程改革中教师教学理念在变、但教学行为不变的现状。课堂教学的转型，关键在于构建新型的课堂教学文化。但文化是无形的，所以，一方面，我们应致力于教师教学理念以及教学行为的变革，另一方面，也应发挥文化引领作用，使他们尝试用新的文化理念指导自己的教学行为。
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| 关 键 词： | 课堂教学文化 教学转型 内在机理 |
| 文章编号： | 1009-7228(2004)04-0014-04 |
| 修稿时间： | 2004年8月28日 |
Classroom Instruction Culture:Teaching Transformation's Internal Mechanism |
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| LI Xiu-ping.Classroom Instruction Culture:Teaching Transformation''''s Internal Mechanism[J].Journal of Tianjin Normal University(Elementary Education Edition),2004,5(4):14-17. |
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| Authors: | LI Xiu-ping |
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| Abstract: | Classroom instruction culture has the characteristics of origin, concealment,protraction and inertia, which lead to teachers'difference between their minds and actions in current curriculum reformation. The key of transferring classroom instruction is to construct new classroom instruction culture. However, culture is invisible ,so ,on the one side, we should contribute to teachers' teaching minds and actions'transformation, on the other side, we should take the culture's role, make teachers apply their new culture ideas into practice. |
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| Keywords: | classroom instruction culture teaching transformation internal mechanism |
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