| With the great development of China’s education,people’s educational needs have been comprehensively changed from letting each child have the chance to study to making each child learn better.The change of people’s educational needs puts forward more stringent requirements for the quality of education,especially the quality of classroom teaching.The improvement of classroom teaching quality has always been a hot topic in teaching research and teaching practice.In the educational situation,people’s demand for high-quality teaching is the enthusiasm for pursuing various forms of "good lesson".The specific manifestations of people’s pursuit for "good lesson" are as follows,researchers constructed the standards and characteristics of "good lesson" through academic research,analyzed the tangible forms of "good lesson",and led the teaching practice of "good lesson".People also established a standard and typical model of "good lesson" through the discussing of lesson examples to guide teachers’ direction of improving teaching;people created an exquisite and characterized the teaching level of teachers,represented teachers’ professional development through competition selection.By reflecting the practical logic behind these behaviors,we can find that the academic researchers has established a pattern of "standard good lesson" by constructing standards and grasping characteristics,through these studies,they tried to guide people to realize the inner meaning of invisible "teaching" with the help of tangible "good lesson".But these behaviors have ignored the constraints of actual conditions on teaching.Thus,the researches on "good lessons" did not help improving the teaching practice well.People established "model good lesson" by collective lesson preparation and lecture evaluation methods,but they were transitioning to emphasize too much on demonstration and leading value.The teaching characteristics of the teachers’ and the learning styles of the students’ have been ignored,which violated the purpose of education to promote the comprehensive and personalized development of human.Lesson’s authenticity as a "teaching" had been lost because of excessive packaging and decoration.The results of selecting are linked to the fame and wealth of teachers,which has further promoted people’s enthusiasm for "good lesson".People’s practice of pursuing "good lesson" has deviated from it’s inner value,and the investment of countless time and energy has not played a role in improving classroom teaching quality.Therefore,it is necessary to return to the value gist of "good lesson" by clarifying it’s value essence.We can realize "good lesson" from pursuing "standard" to grasping "characteristic",from pursuing "tangible" to understanding "intangible",from the pursuit of "model" to "sample",from the pursuit of "best" to achieving "better",from the pursuit of "adaptation" to the discovery of "suitability",from the pursuit of "exquisiteness" to the return to "normality".In order to return the inner value of "good lesson",it is necessary to have a transformation of thinking from "good lesson" to "good teaching" in cognition.It is also of great significance to promote the research and discussion of lesson with the teaching and research activities focusing on teaching improvement in practice,lead the understanding of the value of "good lesson" with modern classroom teaching evaluation system,break through the reality of "good lesson" in Teachers’ professional development and return the inner gist of "good lesson" in the student-centered school teaching culture. |
PDF Full Text Request