批判性教学研究
发布时间：2018-10-05 13:59
【摘要】： 批判与教学的关系取决于批判与教育的关系。批判是教育的一种形态,也是课程研究的重要领域和教师的一种重要素质。就目前的研究实际而言,许多研究者都认识到了批判在教育、教学中的重要性,但只是一些较为零散的看法,对什么是批判性教学并没有明确的表达,对其结构、实施条件的研究也鲜为少见,因而不能对教学实践起到较好的指导作用。本论文主要在于澄清什么是批判性教学,在此基础上分析批判性教学的基本结构、意义与功能,探寻实施批判性教学的条件。 文章从批判性教学的理论背景,包括批判性教育理论、课程理论、教师理论以及异化教学出发,揭示批判性教学的含义和特点,达到对批判性教学较为本真的认识。在此基础上,以教学结构为工具研究批判性教学的结构,包括批判对象,即批判教学中的什么;批判者,即由谁来批判;批判工具,即用什么来批判;批判模式,即怎样批判。关于批判性教学的价值问题,以批判性教学的特点为切入点,将其与传统教学、革新教学现实联系其中,试图表现其在揭示教学真相、解除教学遮蔽和增强批判力方面的意义与功能。对于批判性教学的实施条件,从教学观念、教学资源以及教学主体的批判热情、批判能力等方面展开讨论。 批判性教学是以解放兴趣为取向的教学形态,它关心教学中师生作为人的存在价值,并以此为基点批判教学的异化,对教学进行去蔽与解蔽,使教学回归本真和使师生获得解放。批判性教学具有合理性、社会性、去蔽性和真实性特点。作为一种教学形态当然有其自身模式,批判性教学一般采取对话的方式,以提问为方法围绕主题多角度、分阶段认识事物,探寻问题的答案,或否定或充实人们的已有看法,生成对问题的新见解并将其创造性地应用于生活实际。批判性教学有自身的意义和功能,能揭示教学真相、培养学生批判意识,使师生获得解放等。批判性教学思想只有在考虑其内部条件和外部环境下才能付诸于实践,内部条件当然离不开对教学各要素及其要素间关系的考虑,而外部条件主要在于教育目的的再认识和教学观念的转变。
[Abstract]:The relationship between criticism and teaching depends on the relationship between criticism and education. Criticism is not only a form of education, but also an important field of curriculum research and an important quality of teachers. As far as the current research practice is concerned, many researchers have realized the importance of criticism in education and teaching, but it is only some scattered views, and there is no clear expression of what is critical teaching and its structure. The research of implementation conditions is rare, so it can not play a better guiding role in teaching practice. The main purpose of this paper is to clarify what is critical teaching, on the basis of which to analyze the basic structure, significance and function of critical teaching, and to explore the conditions for the implementation of critical teaching. Starting from the theoretical background of critical teaching, including critical education theory, curriculum theory, teacher theory and alienated teaching, this paper reveals the meaning and characteristics of critical teaching, and achieves a more authentic understanding of critical teaching. On this basis, the structure of critical teaching is studied with the teaching structure as the tool, including the critical object, that is, what in critical teaching; the critic, who criticizes; the critical tool, that is, what to criticize; the critical mode, that is, how to criticize. With regard to the value of critical teaching, this paper takes the characteristics of critical teaching as a breakthrough point, links it with traditional teaching, innovates teaching reality, and attempts to reveal the truth of teaching. The significance and function of lifting the shadow of teaching and enhancing the critical power. The implementation conditions of critical teaching are discussed in terms of teaching concept, teaching resources, critical enthusiasm of teaching subjects and critical ability. Critical teaching is a teaching form oriented on liberating interest. It is concerned about the existence value of teachers and students as human beings in teaching, and criticizes the alienation of teaching on this basis. Make the teaching return to the truth and free the teachers and students. Critical teaching has the characteristics of rationality, sociality, demoralization and authenticity. As a kind of teaching form, there is of course its own mode. Critical teaching generally adopts the way of dialogue, taking the question as the method around the subject and from many angles, recognizing things in stages, seeking answers to the questions, or negating or enriching people's existing views. Generate new insights into the problem and apply it creatively to the realities of life. Critical teaching has its own meaning and function, which can reveal the truth of teaching, cultivate students' critical consciousness, and make teachers and students free. The critical teaching thought can only be put into practice under the consideration of its internal conditions and external environment, and the internal conditions of course cannot be separated from the consideration of the relationship between the elements of teaching and their elements. The external conditions mainly lie in the re-understanding of educational purpose and the change of teaching concept.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G420
本文编号：2253665
[Abstract]:The relationship between criticism and teaching depends on the relationship between criticism and education. Criticism is not only a form of education, but also an important field of curriculum research and an important quality of teachers. As far as the current research practice is concerned, many researchers have realized the importance of criticism in education and teaching, but it is only some scattered views, and there is no clear expression of what is critical teaching and its structure. The research of implementation conditions is rare, so it can not play a better guiding role in teaching practice. The main purpose of this paper is to clarify what is critical teaching, on the basis of which to analyze the basic structure, significance and function of critical teaching, and to explore the conditions for the implementation of critical teaching. Starting from the theoretical background of critical teaching, including critical education theory, curriculum theory, teacher theory and alienated teaching, this paper reveals the meaning and characteristics of critical teaching, and achieves a more authentic understanding of critical teaching. On this basis, the structure of critical teaching is studied with the teaching structure as the tool, including the critical object, that is, what in critical teaching; the critic, who criticizes; the critical tool, that is, what to criticize; the critical mode, that is, how to criticize. With regard to the value of critical teaching, this paper takes the characteristics of critical teaching as a breakthrough point, links it with traditional teaching, innovates teaching reality, and attempts to reveal the truth of teaching. The significance and function of lifting the shadow of teaching and enhancing the critical power. The implementation conditions of critical teaching are discussed in terms of teaching concept, teaching resources, critical enthusiasm of teaching subjects and critical ability. Critical teaching is a teaching form oriented on liberating interest. It is concerned about the existence value of teachers and students as human beings in teaching, and criticizes the alienation of teaching on this basis. Make the teaching return to the truth and free the teachers and students. Critical teaching has the characteristics of rationality, sociality, demoralization and authenticity. As a kind of teaching form, there is of course its own mode. Critical teaching generally adopts the way of dialogue, taking the question as the method around the subject and from many angles, recognizing things in stages, seeking answers to the questions, or negating or enriching people's existing views. Generate new insights into the problem and apply it creatively to the realities of life. Critical teaching has its own meaning and function, which can reveal the truth of teaching, cultivate students' critical consciousness, and make teachers and students free. The critical teaching thought can only be put into practice under the consideration of its internal conditions and external environment, and the internal conditions of course cannot be separated from the consideration of the relationship between the elements of teaching and their elements. The external conditions mainly lie in the re-understanding of educational purpose and the change of teaching concept.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G420
【引证文献】
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1 王后玉;游戏精神的回归：幼儿园游戏异化现象的批判[D];西南大学;2013年
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