学习中心课堂中的教师地位与作用——基于对“教师主导作用”反思的理解

发布时间：2019-05-14 01:06

【摘要】：在学习中心课堂中,学生学习应成为课堂教学过程的中心或本体。要理解这一点,需要在对目前国内流行的"教师主导作用"观进行反思的基础上,重新理解教师在教学过程中的作用。主导论源自苏联,其原初含义突出的是教师在教学过程中"为主"的地位,以及对学生学习过程的"控制、支配和决定"作用。目前,我国对教师主导作用的理解,整体上仍然存在偏于从"为主、支配、控制、决定"来理解"主导"的概念,未能与学生主体作用相关联界定"主导"的含义,认为主导是教师的全部作用,将讲授当作主导作用的主要方式等问题。这些问题的存在集中反映出主导论对教师作用的把握仍然过于粗放和笼统,尤其是,它未能从与学生主体作用关联的视角对教师作用的机制、功能及具体方式等进行深入揭示和清晰刻画。因此,理解学习中心课堂中的教师作用,应以复杂思维的眼光,基于教师作用与其主要影响因素之间的关系,从教师作用的机制、功能、方式、时空占用等多个维度进行综合把握。
[Abstract]:In the learning center classroom, students' learning should become the center or Noumenon of the classroom teaching process. In order to understand this, it is necessary to reunderstand the role of teachers in the teaching process on the basis of reflecting on the popular view of "teacher leading role" in China. The leading introduction originated from the Soviet Union, and its original meaning is the "dominant" position of teachers in the teaching process, as well as the role of "control, domination and determination" in the process of students' learning. At present, the understanding of the leading role of teachers in our country, as a whole, there is still a bias in understanding the concept of "leading" from "giving priority to, dominating, controlling and deciding", and failing to define the meaning of "leading" in relation to the role of students as the subject. It is considered that leading is the whole role of teachers, and teaching is regarded as the main way of leading role. The existence of these problems reflects that the dominant theory's grasp of the role of teachers is still too extensive and general, especially its failure to act on teachers from the perspective of the relationship with the role of students. The function and the concrete way and so on carry on the thorough disclosure and the clear description. Therefore, to understand the role of teachers in the classroom of learning center, we should take the perspective of complex thinking, based on the relationship between the role of teachers and its main influencing factors, from the mechanism, function and mode of teachers' role. Space-time occupation and other dimensions for a comprehensive grasp.
【作者单位】：华中师范大学中小学发展研究中心;华中师范大学教育学院课程与教学研究所;
【基金】：国家社会科学基金教育学一般项目“以课堂教学转型为旨趣的中小学学习中心课堂建设的理论与行动研究”(项目编号:BHA120054)的阶段性研究成果
【分类号】：G424

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