有效教学批判

发布时间：2018-06-21 02:04

本文选题：有效教学 + 有效学习　；参考：《南京师范大学》2007年博士论文

【摘要】： 在本体论(人的“生存—实践”本体，即教学就是教学，是一种既存的现象和事实)的意义上，现代教学的本质是由教师组织学生进行有目的、有计划、特殊的(有效)学习活动，即以教师指导下的学生主动学习为基础，以新型师生关系为纽带，通过教师、学生与教学目标、教学资源、教学媒体的交互作用而实现的学生(有效)学习活动。在教学有效性的条件问题上，尽管不同的学习者对学习的内容、学习的条件等都会有不同的偏好，但人类共同的进化历程、历史背景、文化传统、社会生活等，又使我们中的每一个个体表现出共同(通)的欲望和需要。正是基于对“学习者”的共性分析，本文形成了一个关于学生有效学习的认识性框架——一种基于人、适于人、促进人(教师以学生有效学习为中心、以学生和谐发展为目标)的有效教学分析框架。教学论是以学习论为基础的。教学不仅要考虑如何教，而且还要重视如何学。在这一背景下，学会学习便显得日益重要，因为“学习方式的转变意味着个人与世界关系的转变，意味着存在方式的转变”。探究(活动、学习)也罢，合作(活动、学习)也罢，都必须以学生自主(活动、学习)为前提，因为惟有学生自主(活动、学习)才能解决学生的主动参与问题。而研究性学习与基础型课程的教学整合，不仅能显示研究性学习自身强大的生命力，同时也将给基础型课程的教学带来新的生机与活力。在本体论的意义上明确了教学的本质——促进学生的有效学习，并不意味着推卸乃至放弃教师的教学责任。为此，教师还必须着眼于解决两方面的问题——我应如何去触动(唤醒)我的学生；活化知识，实现知识的个人化(耐心细致地去“教”学生以人类文明的总成果)。在具体的教学实践中，“兴趣的生成、责任的担当、期待的内化、惩戒的善用”等都是有效唤醒学生的基本途径(它们可以单独地应用，更可以综合地应用)。而“关注学生的最近发展区、关注教学过程、关注学生练习巩固、关注学科语言获得、关注学习资源开发”等便构成了教师有效教学不得不考虑的问题。作为20世纪的一个成就，“生成”的概念意味着“生成的胜利”，即“生成”对“存在”的胜利。本质上，教育就是一种为着“人的生成”的引导与造就过程，这种“引导”与“造就”不仅表现为人们对于智慧生活的追求(智慧的“获得”与“生成”)，更表现为人们对学生人格养成的关注(人的真正生成)。“人是在创造活动中并通过创造活动来完善自己的”，而社会目标的达成则通过“人的生成”而间接地实现。在这一层意义上，有效教学的实现还需要“以学论教”的教学评价的促进。人是开放的，，只有开放才有“人的真正生成”；生活也是开放的，只有开放才使得“每一天的太阳”都是新的；教学生活当然也是开放的，只有开放才使得教学有无限的发展生机。有效教学可以发展(也需要发展)、可以“批判”、可以“超越”，但无论如何不是可以随便加以否定的。
[Abstract]:The essence of modern teaching is the students ( effective ) learning activities which are realized by the interaction of teachers , students and teaching objectives , teaching resources and teaching media .

The teaching theory is based on the theory of learning . Teaching not only should consider how to teach , but also pay attention to how to learn . In this context , learning to learn is becoming more and more important , because the transformation of learning style means the transformation of the relationship between the individual and the world , which means the transformation of the way of existence . The inquiry ( activity , study ) can only solve the student ' s active participation .

In the sense of ontology , it is clear that the essence of teaching is to promote the effective learning of the students . It does not mean that teachers should be given responsibility for teaching . To this end , teachers must also focus on solving the problems of the two aspects _ how should I touch ( wake up ) my students ;
In the concrete teaching practice , " the generation of interest , the role of responsibility , the internalization of expectation and the good use of discipline " are all the basic ways to effectively arouse the students ( they can be applied separately and can be applied more comprehensively ) .

As an achievement in the 20th century , the concept of " generation " means " generating victory " , that is , " generating " the victory for " existence " . In essence , education is a kind of guiding and making process for " generation of people " . The " guiding " and " generation " are not only the pursuit of wisdom life ( " acquisition of wisdom " and " generation " ) , but the achievement of social goal is realized indirectly through " generation of people " . In this layer of significance , the realization of effective teaching needs the promotion of teaching evaluation of " learning theory teaching " .

People are open , and only open is the " real generation of people " ;
Life is also open , only open to make " every day the sun " is new ;
The teaching life is also open , only the opening makes teaching have unlimited development vitality . Effective teaching can develop ( also need development ) , can be " critical " , can " surpass " , but in any case can not be negated .
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G420

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