师生相互认知作用下教与学地位转化的形态

发布时间：2018-01-01 08:29

本文关键词：师生相互认知作用下教与学地位转化的形态　出处：《教育发展研究》2012年10期 　论文类型：期刊论文

【摘要】：现有教与学支配地位的研究多持主客体对立或复合主体论观点,后现代主义则认为教学活动中师生是以主体间性关系存在的。从主体间性出发,探究师生相互间的认知及其调控活动,形成对教学活动中支配地位变化的理论认识,更为迫近复杂多变的教学实际。中国道教的太极演化图可以用来形象地表征师生主体间的认知作用,展示教与学支配地位阶段转化的理论形态。应用这一理论认识成果,可以探究出师生之间在学段教学、学科教学、单元教学和课堂教学中,教与学支配地位演化的实践形态。
[Abstract]:The current research on the dominant position of teaching and learning mostly holds the view of subject-object opposition or compound subjectivism, while postmodernism holds that teachers and students exist in teaching activities with the relationship between subjects, starting from the inter-subjectivity. This paper explores the cognition and regulation activities between teachers and students, and forms a theoretical understanding of the change of dominant position in teaching activities. The Taiji evolution map of Chinese Taoism can be used to symbolize the cognitive function between teachers and students. This paper demonstrates the theoretical form of the transformation of the dominant position of teaching and learning. By applying this theory, we can explore the teaching between teachers and students in learning, subject teaching, unit teaching and classroom teaching. The practical form of the evolution of the dominant position of teaching and learning.
【作者单位】：湛江师范学院教育科学学院;湛江师范学院;
【基金】：国家社科基金教育学科2006年度规划基金课题“中国六十年教育基本理论的发展与教育实践结合的研究”(BAA060012)的系列成果
【分类号】：G456
【正文快照】： 教与学关系问题是教学理论的基本问题,已有研究抓住了教学活动的双边特质,突出了发挥教师的主导作用和学生的主体性。但是,这种主客对立或复合主体的观念,只看到了师生在行为中的相互作用,忽略了相互间对教学状态的认知与调控作用。实际上,师生之间是通过对对方学与教状态的

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