课堂教改形式主义的危害及其杜绝_官僚主义形式主义危害
课堂教改形式主义的危害及其杜绝由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“官僚主义形式主义危害”。
一、引言
我们现在的课程改革有些地方越来越走上了形式主义，大搞花架子，从根本上忘记了教育的本质。有这样一种倾向，似乎是采用多媒体教学、有角色扮演、有小组讨论、老师不讲或少讲学生多活动就是好课堂。存在着这样一种评价标准：有学生热火朝天的讨论、争先恐后的发言、连续不断的提问的课堂才是成功的课堂。甚至有人认为，老师多讲的课堂是失败的课堂。诸如此类，真是让人为之汗颜。我们应当对课改进行反思，单纯地让学生多活动老师多启发，不利教学水平的提高。学生本身是来接受知识的，我们什么时候都不能忘记这一根本问题。学生本身没有知识储备，怎么能够启发他?
我们要明白教育这等树人工程非常复杂，并非吃饭穿衣般简单。整个教育过程是关键。反思新课改，教学内容与教学法是否全面融合与有效至关重要。
现在我们的课堂一味追求热闹、花哨，认为只要少讲多练就是好课堂，用这一单一标准进行衡量，真的失之偏颇。我们冷静反思一些“热闹”的课堂、新的教学方法，比如情境设置、动手实践、主动探究、合作学习等等，感到我们在理解新课程、新理念上还有误区。有些教师过于追求课堂教学改革的形式，而忽略了数学教学的基本出发点，丢掉了教学方法中的一些优秀传统，失去了课堂教学的“有效性”.二、形式主义的危害
形式只是一种手段，过于追求形式就会漠视实质，讲究形式与探究实质出现失衡，教学就会出问题。
现在，不少老师(包括许多领导)对教学理念的理解发生了偏差，所以眼下我们课堂中形式主义的教学行为非常多。比如说 :“教师不要满堂灌”、“教师要尽量少讲，要尽量让学生多活动”、“教师在课堂上的讲述不能超过 30 分钟”等等，那么反过来是否意味着“讲得少的教师就是好教师，不讲的老师肯定是优秀老师”? 这种绝对化的要求显然是悖谬的!面对不同学科、不同教材、不同教师和学生，那 30 分钟的限定，其科学依据又在哪里 ? 不进行讲授，一味地进行活动，学生本身没有和识，都不懂，怎么进行活动?这岂不是无源之水，无本之木?
形式主义危害非常大，一是过于单一地强调突出研究性学习，排斥了知识掌握，它的直接后果是极度地弱化了基础知识，没有知识的掌握怎么能推动能力的提高 ? 而我们的学生在这方面恰恰是非常缺乏。二是过份强调了学生的主体性，却忽视了教师的主导性。
学生的主体性与教师的主导性，有效的教学此两者不可缺一;忽视了教师的主导性，其有效发展的可能性将严重受损!三是它们往往只求“动”不求“思”,片面注重形式，竭力标新立异、哗众取宠，单纯追求表面的形式上的好看，危害非常大。
遗憾的是，不少领导和老师对课改理念、课改要求作了片面理解，只见树木不见森林，致使教学形式与课改理念完全背离。他们单纯追求形式的变化，片面注重能制造课堂热闹的各种形式，将标新立异视为教法创新，很少考虑形式和内容的统一，很少顾及实际效果，把形式摆到决定性的地位，走上了形式主义的道路。正所谓“真理多走一步就成了谬误”,对课改理念和课改要求的正确理解始终是关键，在对它们错误理解下的错误行动，只能产生错误的结果。
以上罗列的形式主义表现，究其产生根源，正在于此!
我们的教育曾出现过这样一种怪现象，就是说满堂课都是在提问。这个似乎是考虑到学生的主体性，知道如何激发和培养学生。“满堂灌”是不受欢迎的灌输，疏忽了学生的主体性，忽视了学生的思维训练，那么“满堂问”就真的好吗?其实，有许多老师要课堂上的提问方式，还是老师在操纵，根据自己的想法教师设计，让学生跟着他的思路走。事实上，学生仍然是被动接受被动教师设计，这种满堂问其实也是变相的“满堂灌”.这种方式，学生们似乎是在主动学习，但其实质仍然是一个老师为中心，教师结论提前做好，然后尽一切可能来指导学生回答预先设定的最终目标，以锁定学生的思维。这种教学方法，其实，仍然是一个强大的灌输方式，与课改的方向背道而弛。
如果不清源正本，有效遏制形式主义教学行为，将对不少老师产生消极影响;若受外在的形式主义的浸淫太多，不以为丑，反以为美，则教学技能难以经受锻炼，教学风格无以迅速形成，则教师专业水平的提高将会受到极大制约，这是非常令人忧虑的。
三、杜绝形式主义
当前实施“先学后教，自学合作”的永威教学模式就有形式主义的倾向，存在有如下几个问题：一是课堂教学结构僵化。以为只要给了学生课堂自习时间就是新教学模式;以为只要让学生在课上先自学然后再讲授就是新教学模式;以为先学后教，就严格按照先学后教的模式，一成不变。其实这就没有认准永威教学模式实质的表现。二是课堂训练内容单一。课堂训练变成了填空题，让学生在课本上去找答案，而没有形成发散型思维。一提到课堂训练就是当堂完成，单一的课堂训练，忽视了听、说、操作、思维等多方面能力的培养。三是学习管理上，重课堂学习，轻课前预习;重学生作业，轻学生复习;重教会，轻会学。四是形式上达到了新模式要求，而实质上忽略了课堂效果。
作为传统的教学方法之一，讲授式的教学方法，他们实在没有可取之处吗?这种传统的讲授方法如果真的不好，为什么取得了那么多的成绩呢?
中国传统教育，创造了很好的成就，国外许多国家也大力赞美中国的基础教育、传统教学方法的合理性。作为课堂教学的一种方式，有目的地活动，进行知识的传播和信息共享，传统的教学方法仍然认为是更符合效率的原则，是一种有效的教学手段。教学没有固定教育方法，改革和创新，并不意味着要否定传统方法的教学。到离开教学方法，学生去独立自建，它有时是难以完成的教学任务。
有的问题，可以引导学生去解决，但并不是所有的问题都让学生去解决。比如一些逻辑的推进、一些原理的分析、一些事情的深厚背景，让学生解决显然是不现实的。
在实施新课程时，我们的教师在创新的过程中一味强调创新，忽视了继承;过分强调以学生为核心而忽略了老师的引导作用;片面强调了能力而忽视知识的传播，过分强调了简单的问题和答案。一堂课，变成了学生和教师，在课堂上无休止的讨论或者进行教学游戏。
新课程理念的课堂教学要求，让学生课堂上，积极思考，深入研究问题，以促进发展思考的能力，而不是追求表面形式。因此，我们应该留下足够的时间来让学生尽可能多思考，培养独立思考能力，自我探索，集思广益。解释或引导学生不要盲目探索教学，根据学生的实际组织学生自主学习、合作学习。
杜绝形式主义教学行为的途径一是要全面接受课改理念，认真研读课程标准，真正把握它们的内涵。二是要正确地处理教与学的双边关系，既要发挥学生的主观能动性，也不要忽视了教师的主导性，不能偏取偏废。三是要加强个人反思并且要经常与同伴交流，不断吸收别人的先进经验。四是在课堂上，千万不要忽视了知识的传授。知识才是基础，离开了基础知识的掌握，任何好的方法都是无用的。
四、结语
传统教学方法和现代的教学方法，不能一个完全正面肯定而对另一个完全负面进行否认。它们不是相互矛盾的，我们要做的是扬长避短，优势互补，根据不同的情况，采取不同的方法。学科不一样，方法也不一样，即使同一学科中也并不是说就要采用同一种教学方法。一切要具体问题具体分析，什么内容采取什么教学方法，要根据具体的情况，采取相应的教学方法，一刀切的方式是不可取的。
尘世的事物都是一分为二的，新的教学方法我们要学习，但是传统的教育也是至关重要的，大有可取之处。传统教授方法可以重建，可以改造，却不能被丢弃;矫枉无需过正，教育不应该从一个极端走向极端。新的教育观念、教学方法可以推广，可以学习，但我们不能拾了芝麻，丢了西瓜，本末倒置。如果没有蓬勃发展、共存的多种教学方法，教学有效性恐怕是难以实现的。我们的心灵和视野应该是开放的，不要束缚自己的思想和手脚，一味地抱着形式主义不放，而是要认清课程改革的实质之所在。
总之，教无定法，大家不要再用单一的方法来进行实施教学工作，一定要根据不同的情况采用不同的方法进行教学，不要偏面追求形式主义。
One, the introduction Our current curriculum reform in some places more and more on the formalism, large showy, fundamentally forgot the eence of education.There is a tendency, seems to be using multimedia teaching, role playing, group discuion, the teacher speaks not or le more activity is good students.There is such an aement standard: have students hot discuion, scrambling speech, continuous questions cla is succeful.Some people think that, even the teacher speak of cla is a cla failed.Such as this, it is alarming.We should reflect on curriculum reform, teacher inspired more simply let the students more activity, the improvement of teaching level.Students themselves is to accept the knowledge, when we can't forget the fundamental problem.Students themselves have no knowledge reserve, how can inspire him? We need to understand that education the ents engineering is very complicated, such as not eating simple dre.The whole proce of education is the key.Reflection on the new curriculum reform, teaching content and teaching method whether the comprehensive fusion and effectively is very important.Now our devotion to lively cla, fancy, think that as long as the little speak much practice is good claroom, with a single measure, really inappropriate.We calm reflection on some “lively” claroom, new teaching methods, such as situation setting, hands-on practice, take the initiative to explore, cooperation study and so on, are we to understand the new curriculum, new ideas and misconceptions.Some teachers too pursuit in the form of claroom teaching reform, and ignores the basic starting point of the mathematics teaching, lost some excellent tradition in teaching methods, lost the “validity” of claroom teaching.Second, the harm of formalism Form is a means of pursuing too form will disregard the eence, pay attention to form and to explore the substantial imbalances, teaching will be a problem.Now, many teachers(including many leadership)the deviation understanding of teaching concept, so now we formalism in the claroom teaching behavior very much.For example: “teachers don't daunted”, “the teacher must speak le as far as poible, try to let the students more activity”, “teachers in the claroom about no more than 30 minutes,” and so on, so whether, in turn, means “speak le teachers is good, don't tell the teacher must be a good teacher”? This kind of absolute requirement is clearly perverted!In the face of different disciplines, different teaching materials, teachers and students, that 30 minutes of limit, its scientific basis and where is it? Don't teach, operate blindly, students themselves and know, don't know, how to operate? This is not madraa reflected, like? Formalism harm is very big, it is too single to highlight research learning, rejection of knowledge, it is the direct result of greatly weaken the foundation knowledge, without the knowledge of how to promote the improvement of ability? And our students is very lack in this area.2 it is overemphasized the subjectivity of students, but ignored the teacher's dominant.The subjectivity of the students and the teacher's leading, effective teaching the two cannot be short of one;Ignore the teacher's dominant and the poibility of effective development will be seriously damaged!Three is that they tend to “move” not “think” instead, one-sided emphasis on form, try to do STH unconventional or unorthodox, sensationalism, simple form on the surface of the pursuit of good, damage is very big.Unfortunately,www.daodoc.com many leaders and teachers in curriculum reform ideas, curriculum reform demands the one-sided understanding, didn't see the forest for the trees, making a complete departure from teaching form and the concept of curriculum reform.They simply pursue the change of the form, one-sided focus on the various forms can make the cla lively, do STH unconventional or unorthodox as teaching innovation, rarely consider the unity of the form and content, rarely take into account the actual effect, the form to a decisive position, on the path of the formalism.Is the so-called “truth became more step fallacy”, the concept of curriculum reform and curriculum reform requires correct understanding is always key to error action under the wrong understanding of them, can only produce incorrect results.Formalism listed above, investigate its root, is here!Our education has seen such a strange phenomenon, that is to say and leons are in question.This seems to be considering the subjectivity of students, know how to inspire and cultivate students.“Cramming education” is not welcome, neglect of the students' subjectivity, ignored the students' thinking training, “and asked” is really good? In fact, there are many ways the teacher questions to cla, or a teacher in manipulation, teachers design according to oneself idea, let the student follow his train of thought.In fact, students still is paive to accept this teacher design, this and q is the equivalent of “cramming education”.This way, the students seem to be in active learning, but its eence is still a teacher as the center, teachers' conclusion in advance, and then do everything poible to guide students to answer the ultimate goal of preset, to lock in the minds of students.This kind of teaching method, in fact, is still a powerful way of instilling and cla changes the direction of the turn upside down.If not carried out the original, the formalism of teaching behavior effectively, will have a negative impact on a lot of teachers;If immersed by external formalism is too much, not ugly, the thought that the United States, they teaching skills through exercise, beyond the rapid formation of teaching style, the improvement of teachers' profeional level will be greatly restricted, this is very worrying.Third, put an end to formalism The current implementation of the “learn to teach self-study cooperation” as the teaching mode that have the tendency of formalism, has the following several problems: one is the claroom teaching structure rigidity.Think that as long as give students self-study cla time is a new teaching mode;Think that as long as self-study first and then lets the student in the cla teaching is a new teaching mode;Think to learn first, then in strict accordance with the first learning after teaching mode, the same.In fact this is not for permanent teaching mode substantial performance.The second is a single claroom training content.Claroom training became fills up the topic, let students in the textbook to find the answer, and no form of divergent thinking.At the mention of claroom training is the claroom, a single claroom training, ignored the listening, speaking, operations, the cultivation of thinking ability in many aspects.Three is the study on management, heavy claroom learning, light pre-course reading;The heavy student work, light students review;Heavy church, light will learn.Four is formally meet the requirements of the new model, and eentially ignore the cla effect.As one of the traditional teaching method, teaching type teaching method, they don't really have to recommend? The traditional teaching method if really bad, why had so much succe? The traditional Chinese education, creating good achievements and many foreign countries also strongly praised China's www.daodoc.come the students and teachers, the endle discuion in the claroom teaching or a game.The concept of new curriculum claroom teaching requirements, lets the student cla, positive thinking, in-depth research problem, to promote the development of the ability to think, rather than the pursuit of the surface form.Therefore, we should leave enough time to let students to think as much as poible, train the ability of independent thinking, self-exploration, brainstorming.Explain or explore teaching, guide students not to blindly according to student's actual organization of students' autonomous learning, cooperative learning.Put an end to the formalism of teaching behavior way is to accept the concept of curriculum reform in an all-round way, careful study of curriculum standard, truly grasp the connotation of them.Second, must correctly handle the teaching and learning of bilateral relations, both to exert students' subjective initiative, also don't ignore the teacher's dominant, can take a while.Three is to strengthen personal reflection and often communicate with peers, constantly absorbing the advanced experience of others.Four is in the claroom, must not ignored the imparting of knowledge.Knowledge is the foundation, left to master basic knowledge, any good method is usele.Four, conclusion The traditional teaching method and modern teaching method, not a completely positive affirmation and to deny another completely negative.They are not contradictory, we want to do is to foster strengths and circumvent weaknees, complementary advantages, according to the different situation, take different approaches.Is not the same as the subject, the method is different also, even in the same discipline is not to say that will use the same kind of teaching method.All to specific iue concrete analysis, what what method, according to the specific situation, adopt corresponding teaching methods, one-size-fits-all approach is not desirable.Every coin has two sides to the world, we are going to study new teaching methods, but the traditional education is also vital, of great merit.Traditional teaching method can be rebuilt, can transform, but not abandoned;Revisionist-reformist without is, education should not be from one extreme to the extreme.The new education idea, the teaching method can promote, can learn, but we can't pick the sesame seeds, lost watermelon, put the cart before the horse.If there is no vigorous development, coexistence of a variety of teaching methods, teaching effectivene is difficult to achieve, I'm afraid.Our spirit and vision should be open, don't tying our minds and hands, holding the formalism, blindly but to recognize the eence of curriculum reform.In short, teach the wuding method, we don't use a single approach to implementation of the teaching work, be sure to adopt different teaching methods according to different situations, nothing to the pursuit of formalism.
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