CAJ | 학술논문

依据经济学的效率定义以及教学活动的特殊性，理解有效教学的本质。从生态学理论出发，认识教学也是由生物因素和非生物因素相互作用而形成的教学生态系统。与教学生态系统中的物质循环、能量流动相比，信息流动具有重要的现实意义。课前的信息收集、分析与处理，课堂教学中的知识信息流以及课后的知识信息反馈是承载教学生态信息流的重要环节。认识教学生态系统中的生态信息流有助于促进有效教学的实现。
의거경제학적효솔정의이급교학활동적특수성，리해유효교학적본질。종생태학이론출발，인식교학야시유생물인소화비생물인소상호작용이형성적교학생태계통。여교학생태계통중적물질순배、능량류동상비，신식류동구유중요적현실의의。과전적신식수집、분석여처리，과당교학중적지식신식류이급과후적지식신식반궤시승재교학생태신식류적중요배절。인식교학생태계통중적생태신식류유조우촉진유효교학적실현。
The essence of effective teaching is comprehended by the characteristic of human teaching and the definition of efficiency from economics science. Teaching activities, which are consisted of biological factors and non-biological factors, are the same as natural ecosystems. Compared with circulation of substances and energy flow in the teaching ecosystem, information flow is significant to human teaching. Gathering information, processing information, knowledge information flow and its feedback are the important segments of the whole information flow. Understanding information flow in the teaching ecosystem can help to promote effective teaching.