体悟教学研究

发布时间：2018-03-08 19:13

本文选题：体悟　切入点：体悟教学　出处：《南京师范大学》2012年博士论文　论文类型：学位论文

【摘要】：体悟教学研究是在结合时代发展的特点,立足于本土教学实践,继承传统教学思想中所内含的体悟精神,同时积极吸收外国尤其是西方优秀教学思想的基础上为构建具有中国本土特色的教学理论所进行的初步探索。体悟教学以一种辩证的思维来看待教学问题,它强调教学过程中人的自主自觉性,将教学过程视为生命体验的过程,同时也重视生命体验的意义生成性。它认为教学过程一方面是一个向生活世界用力在对话与交往中寻求、充实自身生命体验的过程,另一方面也是一个向内心深处用力通过不断思考、反思、批判进而达到有所悟得的过程。这是一个过程的两个方面,不可偏废,所追求的是人的身心发展的和谐统一。具体来说,它具有知识的内向性与外向性的统一、认识的适应性与超越性的统一、过程的预设性与生成性的统、活动的内隐性与外显性的统一四个方面的特征,对培养人的生命自主性、超越性与道德性具有重要的价值。从整个发展历程上来看,体悟教学主要经历了生长、发展、隐遁、新生四个阶段,每一阶段都对应一定的历史时期,凝聚了该时期教育学人的教学智慧、教学观念与教学经验,并与当时的政治状况、经济发展、文化特点等方面密切相关。对体悟教学发展历程的探寻可以帮助我们从历史的发展脉络中去认识其发展与演变的过程,通过对比、总结和分析来对其进行历史地认识,以便今天能够更为理性客观地继承传统的体悟教学思想及其教学实践探索经验和借鉴国外相关的教学思想及其教学实践探索经验,其目的是为了从历史的沉浮中汲取营养以完善当下对体悟教学的认识并助其获得新的发展。在对体悟教学有了全面地、历史地认识之后,还需要结合当下的时代背景与教学实践中所存在的亟需解决的问题,以批判地继承与借鉴为原则,在已有的课程与教学理论研究成果的基础上进行创造性地改造、转化与融合,以形成具有理论建设意义和实践指导意义的体悟教学理论体系。主要包括由教师和学生在教学活动中所形成的作为成长共同体的“我们”师生观、以学生的主体性发展为核心的同时将学生的主体性发展视为学生的社会化过程的目的观、主张结构性地理解教学内容的内容观、包括教的方法与学的方法的统一、科学性与人文性的统一、追求效率与强调艺术的统一在内的方法观、具有开放性、多元性与导向性的评价观。目前,一些教师已经在教学实践中选择了以激发人的悟感、悟性认识,引导学生在生命体验中去自悟自得,以实现教学从注重形式向注重实质转变、从注重“教”向注重“学”转变、从注重“物”向注重“人”转变,进而促进人的生命的内在发展为主要内涵的指导思想,在不同的学科,以不同的形式开展了具有一定影响的教学探索。这些内蕴体悟理念的教学实践探索为体悟教学的实践探索提供了宝贵的探索经验,但为了促进这种实践探索获得进一步的发展,还需要从教师、学科知识、课堂教学空间三个方面进行反思,以逐步提高教师的认同感、继续重视对学科知识的研究、不断拓展课堂教学的教学空间,推动体悟教学的实践探索由自在自发的无意识状态转变为积极主动的有意识状态。总而言之,体悟教学的实践探索所追求的是以教师和学生生命智慧的生成以及自主自觉性、超越性的发挥为根本动力,以在信息技术推动下所带来的课堂形态的变革为契机,立足于本土教学实践将中外优秀的教学思想融合为一体,为完善知识结构、掌握学习方法、提高创新能力进而实现人的终身学习和全面发展而发挥重要作用,也为我国基础教育课程改革的持续推进而起到积极的推动作用。
[Abstract]:Experience in teaching research is combined with the characteristics of the development of the times, based on the Chinese teaching practice, including inheriting traditional teaching thought of enlightenment in the spirit, and actively absorb foreign especially the foundation of western excellent teaching ideas for the construction of the preliminary exploration of Chinese with local characteristics of the teaching theory. Teaching experience in a dialectical thinking to look at the problems in teaching, which emphasizes the independent consciousness of the people in the process of teaching, the teaching process is regarded as a process of life experience, but also attach importance to the generation of meaning of life experiences. It is thought that the teaching process is a life force in the world to seek dialogue and communication, enrich the process of their life experience, on the other on the one hand is a heart to force through constantly thinking, reflection, criticism and reach enlightenment. This is the two aspects of a process can not be neglected, What is the pursuit of harmony and unity of people's physical and mental development. Specifically, it has the knowledge of introversion and extroversion of unity, understanding adaptability and Transcendence of the unity of presupposition and generation system process, implicit and explicit activities of the four aspects of the unity of characteristics of culture life of human autonomy, has important value and moral transcendence.
From the entire development process point of view, understanding the teaching experiences of growth, development, reclusive, new four stages, each stage corresponds to a certain historical period, the period of education embodies the wisdom of teaching, teaching ideas and teaching experience, and the development of economy and the political situation, and is closely related to culture features. To explore the development process, experience teaching can help us to know the development and evolution from the historical development of through comparison, summary and analysis to the historical understanding, so that today can be more rational and objective understanding of inheritance of traditional teaching ideas and teaching practice and experience learn to explore foreign experience in the relevant teaching ideas and teaching practice, the purpose is to absorb nutrients from the history of the ups and downs in order to improve the current understanding of teaching knowledge and help them get new Development.
In a comprehensive understanding of the history teaching, understanding, combining with the existing background and teaching practice in the current urgent need to solve the problems that need, to critically inherit and learn from the principle of creative transformation based on the existing theory of curriculum and teaching research, transformation and integration system, understanding teaching theory to form a theoretical construction and practical guidance significance. Mainly formed by teachers and students in the teaching activities of the community as the growth of "we" concept of teachers and students, to the development of students' subjectivity is the core of the development of students' subjectivity as the process of socialization of the students objective to understand the structural concept, advocated the teaching content of the content view, including unified teaching methods and learning methods, the unity of science and humanity, the pursuit of efficiency and unity of art, The concept of method is open, pluralistic and oriented.
At present, some teachers have chosen to stimulate people's comprehension in the teaching practice, understanding understanding, to guide students to enlighten contented in life experience, in order to achieve the teaching focus from form to essence of stress change, change from the focus on "teaching" to "learning", pay attention to change from the focus on the "object" to focus on "" the guiding ideology and promote the inner development of human life as the main content, in different disciplines in different forms to carry out exploration has certain impact on teaching. The connotation of teaching practice understanding concept exploration for teaching practice experience provides valuable experience, but in order to promote the practice of exploration further development, also need from the teachers, subject knowledge, reflect three aspects of teaching space, to improve the teachers' sense of identity, continue to attach great importance to the study of subject knowledge, constantly expand the classroom The teaching space, promote the practice of teaching experience to explore the unconscious state transition from spontaneous to active and conscious state. In short, the practice experience teaching is the pursuit of teachers and students to generate the wisdom of life and self consciousness, transcendental play as a fundamental driving force, to bring in under the push of information technology classroom transformation as an opportunity, based on local teaching practice teaching will be the good idea of the integration of Chinese and foreign, to improve the knowledge structure, learning method, improve the innovation ability and realize people's lifelong learning and overall development and play an important role, but also continued to promote the basic education curriculum reform in China and play a positive role in promoting.

【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G424

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