摘要:
Theexistenceofteachingmethodsetistheembodimentofautomation,procedureandhabit-uationofteachingprocess,whichwillhelptoimprovetheefficiencyofclassroomteaching.Accordingto thedefinitionoftheteachingmethodset,itcanbefoundthatthereisadoublepracticalpattern,thatis,a simplenormalpatternandaself-sealing mechanicalpattern.Thedefectscausedbythesolidificationof teachingmethodsetincludeneglectingthestudents’heterogeneousculturalbackground,ignoringthevi-talityofteachingmethodandignoringtheprofessionaldevelopmentofteachers’autonomy.Accordingto theapparentcausesofsolidificationinteaching "thesolidificationofteachingexperience",themainmoti-vation "theprofessionalburnoutofteachers’growth"andthecatalyticinducement "thetest-oriented teachingevaluation",theauthorsputforwardbreakthroughstrategiesofteachingtobreaktheoldandes-tablishthenew,gettingridofsolidifiedexperience,reshapingthepersonalitycharm,overcomingjob burnout,focusingonthestudent’sontology,highlightingthevalueofeducatingpeople,researchingand cultivatingcommongrowth,andimprovingthesecuritymechanism.%教法定势的存在是教师教学过程自动化、程序化与习惯化的体现,有利于提高课堂的教学效率.根据教法定势的涵义梳理分析,可以发现其存在的二重实践样态,即独具一格的从容准式样态与固步自封的机械定式样态.而教法定势固化造成的缺陷囊括了对学生异质性文化背景的忽视,对教法生命力创新涌动的漠视,对教师自主性专业发展的轻视三个方面.从教法定势固化的表观成因"教学经验的凝炼固化",主要动因"教师成长的职业倦怠",催化诱因"教学评价的应试导向"予以审视,提出了教学破旧立新、摆脱经验固化,重塑人格魅力、克服职业倦怠,聚焦学生本体、凸显育人价值,研修共谋成长、健全保障机制的突破策略.