构建“高效课堂”的冷思考

Reflection on the Construction of Efficient Class

高效课堂存在着较为严重的表面化、形式化倾向，甚至再度出现低效和负效，很需要我们冷 静反思：教学是种“慢”的艺术，“高效”的标准难以界定，其提法极易使人误读、激进；教师是教改的 主体，若脱离教师的需求，任何教改都不可能实现“高效”；课堂教学需要模式但不能固化模式，一定要 因校因地制宜；功利化背景下的“高效课堂”不可能回归教育的本真而真正实现“高效”；教学是师生双 边共同活动，如果弱化任何一方作用，所有教学都难取得成效。

The efficient class’s having the tendency of being externalized and formalized and its ineffectiveness and inefficiency need our reflections; Teaching is an art of slowness， it is difficult for us to define what “efficient class” is .The concept of the “efficient class” can even be misled and misunderstood; Teachers are the key players in the process of teaching reforms. The neglect of the teachers’ interests and requests can cost the realization of being efficient of the class. Lectures in the classroom need some kinds of modes but not the archetypes. In order to make the reform successful， different situations of different schools in different districts should be taken into considerations. Under the contexts of utilitarianism， it is not easy for people concerned to grasp the nature of education to achieve the objective of making the class “efficient”. Teaching is a two-way communication involving teachers and the students. If either party of the interaction retreats， the teaching activity is doomed to fail.