Comments On The History Of China's "Research On Effective Teaching"

There are a series of changes on"effective teaching research"in China nearly thirty years:In the effective teaching standards, improving students'performance was a main standard of a lesson result in the 1980s, scholars began to consider people's all-round development in the 1990s. In the effective teaching strategy research, scholars consided many factors, such as teaching process, the teachers'behavior, subjects'characteristics, students'studying characteristics, etc and applied them in classroom teaching. In the connotation of effective teaching, scholars paid more attention to the development of people, the views tent to be integrated. The effective teaching and research content is gradually from local to comprehensive and entirety, the students and teachers'development research are important topics in the research at the same time. The effective teaching research value pursuit changed from concerning the work efficiency (teaching efficiency), lacking of people's concern to paying attention to modern teaching knowledge, skills, experience of life, emotional edify, etc multiple values coexistence. Research methods changed from static element analysis to the dynamic process of studying teaching. The research angle presented diversification.The reform of teaching theory, the study theory of change, teachers and students factors affected effective teaching research trend, the effective teaching research content developed to deep and wide. The query, examining and reflection of research methods played active roles and broadened the research field during the course of the research. Studying effective teaching conversely impelled people to reflect on"the essence of teaching", such as teaching is the"art"or"scientific". At the same time deserving attention is the teachers and experts, scholars participated in the teaching experiments. That nourished education theory and educational practice each other, created conditions for common development.