论教学习惯
发布时间：2019-05-24 02:50
【摘要】：习惯无处不在,但人们往往认为习惯的作用是积极的,有时,甚至把习惯的养成作为成功的标准之一。这使得人们容易忽视习惯的负面影响,难以想到习惯还需要改变。教学习惯作为一种现实的存在,广泛存在于教师的教学行为中,支配着教师的教学活动,但对教学习J惯的认识也存在这样的问题。我们通过对教学习惯的批判,试图揭示这种错误的认识,进而提出教学习惯不仅应该不断改变而且必须走向不确定性,以实现教学的自由。 教学习惯指一种教学实践行为,它既具有历史性,也客观存在着时间性和空间性。教学习惯既具有习惯的一般特点,也具有独特性,而且每一位教师的教学习惯既具有共性也具有个体性,教学习惯的形成过程及其特性表明了教学习惯的多样性。 教学习惯的存在受现实教育背景的影响,以应试为口的的教育与以素质为口的的教育的碰撞与融合,基础教育改革的艰难推进都对教学习J惯产生不同的影响。在这样的大背景下,弥漫于教育活动中的教学习惯,因为人们对它的认识模糊、片面、功利,使其成为教学的追求。但仔细分析教学习惯的背后,我们发现教学习惯的主体不是教师,而是社会支配阶层,是权力与利益在推动着教学习惯的形成。而教学习惯也引发出一系列的教学问题,如教学本质的迷失和教学控制的强化。 基于现实的扫视,我们认为教学习惯其实并不像人们想象的那样,积极推动教学,教学习惯的阻碍作用是隐性的,突出表现在成为基础教育改革的障碍,表现为固守教学范式或教学范式的形式化,思维方式的简单化或二元对立,对各种权威的服从等；成为教师专业发展的阻抗,表现为遵循教育习俗,偏爱个体知识,崇尚教学习惯的个人主义等；成为教育理论与实践相结合的羁绊,表现为教学理论难以实践化,教学实践难以理论化；成为教学共同体形成的荆棘,表现为师生关系难以达成共识,师生的共同愿景存在差异,教学对话与合作步履蹒跚,教学中存在着控制与自由的斗争；成为教学理论本土化的阻隔,表现为对待外来理论的态度出现两极分化,教学理论本土化缺乏创新性、反思性和适切性；成为教学创新的束缚,表现为传统文化的约束,思维定势的钳制,教学权威的控制,安逸的教学生活的蚕食等。 教学习惯的种种现实表现及其消极的影响,使得我们开始重新认识并思索教学习惯,进而提出,必须承认并追寻教学习惯的不确定性,即教学习惯应该处于不断地形成与消解中,不断变化。教学习惯的出现是一种必然,不随人们的意志为转移。而承认并追寻教学习惯的不确定性也不是对教学习惯的否定,而是在肯定基础上的完善。应该承认教学习惯具有不确定性,这是因为社会发展及事物的变化具有复杂性；个体发展具有不可测性；教学本身充满不确定性。因此,教学习惯应该而且需要追求不确定性,其途径包括：教学的生成性,即强调非线性的、不确定性的生成,使教学习惯意识到与现实的矛盾,从而走向不确定性,这需要改变教学思维习惯,教学设计留有空白,鼓励质疑加强对话,悬置自我等；营造教学冲突,因为教学冲突可以激活思维,消除前见,暴露教学习惯的种种不适,而教学冲突的实现需要鼓励教学异端,祛除教学的唯功利性,践行教学对话,发展教学科研等；担当教学责任,因为教学习惯易于淡化、缩小甚至推卸教学责任,而教学责任的实现需要具有教学责任意识,教学责任感,教学责任能力,教学责任自律以及创造自由的教学条件和重审教学价值等。 教学自由是教学习惯追寻不确定性的必然结果,因为人的发展和对未来的渴望也在呼唤着教学自由的实现。而只有实现了教学自由,教学习惯走向不确定性才会成为现实,教学本真的实现才会成为现实。
[Abstract]:Habit is everywhere, but people tend to think that the role of a habit is positive, and sometimes even the form of a habit is one of the criteria for success. This makes it easy to ignore the negative effects of the habit, and it is difficult to think of the habits that need to be changed. As a real existence, the teaching habit is widely existed in the teaching behavior of the teacher, and the teaching activity of the teacher is controlled, but the problem is also existed in the cognition of the teaching and learning J. Through the criticism of the habit of teaching, we try to reveal the cognition of this error, and then put forward that the teaching habit should not only be changed constantly but also to the uncertainty, so as to realize the freedom of teaching. The practice of teaching is a kind of teaching practice. It is both historical and time-oriented and space. The teaching habits are both common and unique, and the teaching habits of each teacher are both common and self-employed, and the forming process and characteristics of the teaching habits show the diversity of the teaching habits. The existence of the teaching habit is influenced by the background of the real education, and the education of the entrance and the collision and fusion of the education with the quality as the mouth, the difficult advancement of the basic education reform is different to the teaching and learning J. Under such a great background, it is the teaching habit of the education activity, because people's understanding of it is vague, one-sided, and utilitarian, making it a teaching However, after careful analysis of the teaching habits, we find that the subject of the teaching practice is not a teacher, but the dominant class of the society, and it is the power and the benefit to promote the teaching practice The teaching practice also gives a series of teaching problems, such as the loss of teaching essence and the control of teaching On the basis of the reality-based saccade, we think that the teaching habits are not as positive as the people think, and the obstacle to the reform of the basic education is the main obstacle to the reform of the basic education. The formalization of the formula, the simplification of the mode of thinking or the dualism, the obedience to the various authority, etc., the impedance of the teacher's professional development, which is to follow the educational practice, to favor the individual knowledge, to advocate the individualism of the teaching habit, etc.; to become the educational theory and the practical phase The teaching theory is hard to practice, and the teaching practice is hard to be theoretical; it becomes a thorn in the teaching community, which is a thorn in the teaching community, which is characterized in that the teacher-student relationship is difficult to reach a consensus, the common vision of the teachers and students is different, the teaching dialogue and the cooperation step are faltering, and the control and the teaching are in the teaching The struggle of freedom is a barrier to the localization of the teaching theory, which is characterized by the two polarization of the attitude towards the foreign theory, the lack of creativity, the reflection and the relevance in the localization of the teaching theory, the restriction of the teaching innovation, the restriction of the traditional culture, the clamping of the thinking and the teaching and the teaching. An authoritative, controlled, comfortable teaching student. The reality of teaching habits and their negative effects make us to re-recognize and think of the habit of teaching, and then put forward that the uncertainty of teaching habits must be recognized and pursued, that is, the habit of teaching should be in the form of continuous formation and elimination. The emergence of the habit of teaching is a kind of necessity and no one The determination of the habit of teaching is not a negative of the habit of teaching, but in Ken. On the basis of the perfection of the foundation, it should be recognized that the teaching habits are uncertain, because the social development and the change of the things have the complexity; the individual development is not measurable; the teaching book The body is full of uncertainty. Therefore, the teaching habit should and need to pursue the uncertainty, its approach includes: the generation of teaching, that is, the generation of non-linearity and the uncertainty, so that the teaching habit is aware of the contradiction with the reality, thus leading to the uncertainty, which needs to be changed To change the thinking habit of teaching, leave a blank in the design of teaching, to encourage the question of strengthening the dialogue, the suspension of the self, etc.; to create the teaching conflict, because the teaching conflict can activate the thinking, eliminate the problems before and expose the teaching habits, and the realization of the teaching conflict needs to encourage the teaching of different ends and dispel The utility of teaching is to practice the teaching dialogue and to develop the teaching and scientific research, etc., as the teaching responsibility, because the teaching habits are easy to play down, reduce or even push the teaching responsibility, and the realization of the teaching responsibility needs to have the consciousness of teaching responsibility and the sense of responsibility. , the ability of teaching responsibility, the self-discipline of teaching responsibility, and the teaching conditions for the creation of freedom. The teaching freedom is the inevitable result of the pursuit of the uncertainty of the teaching habit, because of the development of the human and the longing for the future The realization of teaching freedom is called. Only the realization of the teaching freedom, the trend of the teaching habit to the uncertainty will become the reality, and the teaching is true.
【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
[Abstract]:Habit is everywhere, but people tend to think that the role of a habit is positive, and sometimes even the form of a habit is one of the criteria for success. This makes it easy to ignore the negative effects of the habit, and it is difficult to think of the habits that need to be changed. As a real existence, the teaching habit is widely existed in the teaching behavior of the teacher, and the teaching activity of the teacher is controlled, but the problem is also existed in the cognition of the teaching and learning J. Through the criticism of the habit of teaching, we try to reveal the cognition of this error, and then put forward that the teaching habit should not only be changed constantly but also to the uncertainty, so as to realize the freedom of teaching. The practice of teaching is a kind of teaching practice. It is both historical and time-oriented and space. The teaching habits are both common and unique, and the teaching habits of each teacher are both common and self-employed, and the forming process and characteristics of the teaching habits show the diversity of the teaching habits. The existence of the teaching habit is influenced by the background of the real education, and the education of the entrance and the collision and fusion of the education with the quality as the mouth, the difficult advancement of the basic education reform is different to the teaching and learning J. Under such a great background, it is the teaching habit of the education activity, because people's understanding of it is vague, one-sided, and utilitarian, making it a teaching However, after careful analysis of the teaching habits, we find that the subject of the teaching practice is not a teacher, but the dominant class of the society, and it is the power and the benefit to promote the teaching practice The teaching practice also gives a series of teaching problems, such as the loss of teaching essence and the control of teaching On the basis of the reality-based saccade, we think that the teaching habits are not as positive as the people think, and the obstacle to the reform of the basic education is the main obstacle to the reform of the basic education. The formalization of the formula, the simplification of the mode of thinking or the dualism, the obedience to the various authority, etc., the impedance of the teacher's professional development, which is to follow the educational practice, to favor the individual knowledge, to advocate the individualism of the teaching habit, etc.; to become the educational theory and the practical phase The teaching theory is hard to practice, and the teaching practice is hard to be theoretical; it becomes a thorn in the teaching community, which is a thorn in the teaching community, which is characterized in that the teacher-student relationship is difficult to reach a consensus, the common vision of the teachers and students is different, the teaching dialogue and the cooperation step are faltering, and the control and the teaching are in the teaching The struggle of freedom is a barrier to the localization of the teaching theory, which is characterized by the two polarization of the attitude towards the foreign theory, the lack of creativity, the reflection and the relevance in the localization of the teaching theory, the restriction of the teaching innovation, the restriction of the traditional culture, the clamping of the thinking and the teaching and the teaching. An authoritative, controlled, comfortable teaching student. The reality of teaching habits and their negative effects make us to re-recognize and think of the habit of teaching, and then put forward that the uncertainty of teaching habits must be recognized and pursued, that is, the habit of teaching should be in the form of continuous formation and elimination. The emergence of the habit of teaching is a kind of necessity and no one The determination of the habit of teaching is not a negative of the habit of teaching, but in Ken. On the basis of the perfection of the foundation, it should be recognized that the teaching habits are uncertain, because the social development and the change of the things have the complexity; the individual development is not measurable; the teaching book The body is full of uncertainty. Therefore, the teaching habit should and need to pursue the uncertainty, its approach includes: the generation of teaching, that is, the generation of non-linearity and the uncertainty, so that the teaching habit is aware of the contradiction with the reality, thus leading to the uncertainty, which needs to be changed To change the thinking habit of teaching, leave a blank in the design of teaching, to encourage the question of strengthening the dialogue, the suspension of the self, etc.; to create the teaching conflict, because the teaching conflict can activate the thinking, eliminate the problems before and expose the teaching habits, and the realization of the teaching conflict needs to encourage the teaching of different ends and dispel The utility of teaching is to practice the teaching dialogue and to develop the teaching and scientific research, etc., as the teaching responsibility, because the teaching habits are easy to play down, reduce or even push the teaching responsibility, and the realization of the teaching responsibility needs to have the consciousness of teaching responsibility and the sense of responsibility. , the ability of teaching responsibility, the self-discipline of teaching responsibility, and the teaching conditions for the creation of freedom. The teaching freedom is the inevitable result of the pursuit of the uncertainty of the teaching habit, because of the development of the human and the longing for the future The realization of teaching freedom is called. Only the realization of the teaching freedom, the trend of the teaching habit to the uncertainty will become the reality, and the teaching is true.
【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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