论教学的差异性均衡

发布时间：2018-06-24 17:49

本文选题：均衡 + 教学均衡　；参考：《华东师范大学》2011年博士论文

【摘要】：教育均衡是一个多层面、多主体的系统行为,总体来说,它可以分为外延性均衡和内涵性均衡两类。外延性均衡关注的是教育系统整体的资源配置,多属物质方面的均衡,是教育均衡发展的基础性条件,考虑的是不同区域之间、同一区域不同学校之间的条件性均衡,重点在于改造薄弱地区或同一地区内薄弱学校的办学基本条件,责任主体在于各级政府,因而属于教育政策研究的宏观问题。外延性均衡为内涵性均衡创造了条件,扫除了障碍,国家也已明确表示现阶段我国教育发展的重点要从外延性均衡向内涵性均衡转变。而内涵性均衡主要指教育发展质量的整体提升,以学生素质的全面养成为取向,重点关注的是人本身的发展,其责任主体是教师和学生。它是教育的本质所在,外延性均衡如果最终不能转化和落实到内涵性均衡层面,那么其意义也将丧失,“漂亮的校园环境、尴尬的教学质量”将成为一些不注重内涵发展中小学校的写照。因此,教育均衡最终要落实到学生个体生命质量的均衡上。而这种内涵性均衡主要通过教育系统内部,特别是学校层面的教育教学改革来实现。本文将落脚点放在教学这个微观层面,其意在于一是与宏观的教育均衡相区别,二是将学校内的教育寓于教学之中,“通过教学来实现教育”。教学失衡现象在教学实践中的存在,主要表现为教学思维上的二元对立、教学资源的主体间分配不平等、教学实践追求上的重智轻情、教学行为上的重教轻学以及教学组织形式上的过于重视有序与控制,而忽视了无序与创新。要解决这些教学失衡问题,相应地应通过教学均衡来实现。教学均衡是基于教学合目的性和合规律性基础上,通过自主与合作,充分发挥教师和学生的主体性与主体间性,借助教学组织形式变革所实现的教学优质化过程。教学的差异性均衡则是指在尊重学生个体和群体差异的基础上,教师对教学进行主动地调节,以响应学习者的不同需要、促进学习者多元优质发展的过程。教学均衡是一种内涵性均衡,因而它不能像外延性均衡那样实行标准化推进,而是一个差异化实施的过程,即基于不同学生在发展中遇到的不同问题,有针对性地实施差异化教学的过程。同时,教学差异性均衡还是一个专业性、动态性和智慧性的过程。教学差异性均衡本身是一个复杂系统,可以分为基础构成和主干构成。基础构成包括本体性均衡和理论性均衡,主干构成包括目的性均衡、主体性均衡、行为性均衡和评价性均衡这四个方面。这六个方面的均衡既相对独立,又动态联系,共同组成教学均衡系统。教学差异性均衡的形成也受多种因素的影响,主要可以分为物的因素、人的因素和制度性因素,人是其中的核心因素,而好的制度不仅能发挥平衡器的作用,而且能激发人的能动性,使新的资源得以产生。教学差异性均衡的形成是一种人为的主动性过程,需要教师转变二元对立的教学思维,对多元教学思想进行融会贯通,并根据教学理念的要求建立与之相适应的合作型教学组织形态,而最重要的是通过建立有效的团队合作激励机制,既使学生主体能动性的得到充分发挥,同时也通过主体间性的形成,使过度的主体性得到制度性的规约。在过程上,教学均衡有一个由低到高、先外后内的过程,教学外均衡指的是教学资源配置的均衡,包括物质性资源、人力性资源和制度性资源三个方面,它们是实现教学均衡的基础性条件。教学内均衡则是指教学的价值和质量均衡,包括教学核心理念的形成、教学实践模式的建构以及师生综合素质的全面提升。教学差异性均衡是一个复杂的系统性行为,并遵循一定的规律,在此基础上,本研究尝试构建教学均衡的模型。其理论依据为吉登斯的结构化理论、自主学习与合作学习理论以及差异教学理论等,模型分为二大部分,其一为系统准备,即为实现均衡的文化系统和资源系统,在教学均衡中起着价值引导和物质准备的作用。其二为教学均衡的层次与环节,主要从个体和群体两个层面来分别阐述教学均衡的环节构成,使学生个体与群体形成良性互动,最终实现两者共同的发展。教学差异性均衡从本质上说是一个实践问题,因而必须将均衡观念转化为实践行为,并在实践中得到有效的实施。首先,在教学目的取向上,教师要综合多元的教学目的,从价值和谐的角度,构建教学主体生命场,使班级成为和谐的师生生命共同体。其次,作为一个生命共同体,就要关注学生的情智发展,通过感情调节,遵循感情表达的规则,使情与智得到和谐的统一。再次,针对教与学的失衡,需要进行行为转换,其中最重要的就是要让学生的被动性行为转化为自主性行为、单主体的封闭性学习行为转化为多主体的合作性行为。同时,实现教师主体行为的合理让渡,给学生赋权增能,通过建立游戏共同体,实现教学世界与生活世界的融通。最后,要实现教学均衡离不开组织的变革。在充分利用班级授课制优势的前提下,应通过建立合适的学习小组,以自主学习和合作学习相结合的形式,使个体和群体都能得到均衡的发展。
[Abstract]:Educational equilibrium is a multifaceted, multi-agent system behavior. In general, it can be divided into two categories: Epitaxy equilibrium and connotative equilibrium. The epitaxy equilibrium concerns the overall resource allocation of the educational system, the equilibrium of the material aspects, the basic conditions for the balanced development of education, and the difference between the different regions and the same region. The conditional equilibrium between school and school is focused on the transformation of the basic conditions of school running in weak areas or in the same area. The main responsibility lies in the government at all levels. Therefore, it belongs to the macro problem of the study of education policy. The extension equilibrium creates conditions for the connotation equilibrium. The emphasis of educational development should be changed from denotative equilibrium to connotative equilibrium. The connotation equilibrium mainly refers to the overall promotion of the quality of education development, with the all-round development of the students' quality, focusing on the development of the person itself, the main responsibility of which is the teacher and the students. It is the essence of education and the extension equilibrium if it is not final. It can be transformed and implemented to the connotation equilibrium level, then its significance will also be lost. "The beautiful campus environment, the awkward teaching quality" will become the portrayal of some schools which do not pay attention to the development of the primary and secondary schools. Therefore, the balance of education should be carried out on the balance of the individual quality of life of the students. In this paper, the education and teaching reform, especially at the school level, is put into practice. This article puts the point on the micro level of teaching, which is to distinguish from the equilibrium of the macro education. The two is to teach the education in the school and to realize education through teaching.
The existence of the phenomenon of teaching imbalances in the teaching practice is mainly manifested in the two yuan antagonism in the teaching thinking, the unequal distribution among the subjects of the teaching resources, the heavy intelligence in the pursuit of the teaching practice, the emphasis on the teaching behavior, the excessive emphasis on order and control in the form of teaching organization, and the neglect of disorder and innovation. Some of the problems of teaching imbalance should be realized through teaching equilibrium. Teaching equilibrium is based on the goal and the regularity of teaching. Through autonomy and cooperation, the process of teaching quality is realized through the reform of the teaching organization form by the teachers and students' subjectivity and the intersubjectivity, and the difference of teaching is balanced. On the basis of respect for students' individual and group differences, teachers adjust the teaching actively to respond to the different needs of the learners and promote the multi - quality development of the learners. Teaching equilibrium is a kind of connotation equilibrium, so it can not be standardized as an epitaxy equilibrium, but a differential implementation. The course, based on the different problems encountered by different students in the development, has the process of implementing differential teaching. At the same time, the balance of teaching difference is still a process of professional, dynamic and intelligent. Teaching difference equilibrium itself is a complex system, which can be divided into basic composition and main constitution. The basic composition includes ontology. Sexual equilibrium and theoretical equilibrium, the backbone consists of four aspects: Objective equilibrium, subjective equilibrium, behavioral equilibrium and evaluation equilibrium. The balance of the six aspects is both relatively independent and dynamic, together to form a teaching equilibrium system.
The formation of the balance of teaching difference is also influenced by many factors, which can be divided into physical factors, human factors and institutional factors. People are the core factors. The good system can not only play the role of the equalizer, but also stimulate the activity of the people and make the new resources come into being. The formation of the balance of teaching difference is a kind of person. In the course of the initiative, teachers need to change the teaching thinking of the two opposites, integrate the multiple teaching ideas, and establish a cooperative teaching organization according to the requirements of the teaching idea, and the most important thing is to establish an effective team cooperation incentive mechanism to make the students' subjective initiative fully developed. In the process, the balance of teaching is a process from low to high to the outside, and the balance refers to the balance of the allocation of teaching resources, including three aspects of material resources, human resources and institutional resources, which are the realization of teaching. The internal balance of teaching means the balance between the value and quality of teaching, including the formation of the core idea of teaching, the construction of the teaching practice mode and the comprehensive promotion of the comprehensive quality of the teachers and students.
Teaching difference equilibrium is a complex systematic behavior, and follows certain rules. On this basis, this study tries to build a model of teaching equilibrium. The theoretical basis is Giddens's structured theory, independent learning and cooperative learning theory and differential teaching theory. The model is divided into two parts, one is system preparation, that is, The realization of a balanced cultural system and resource system plays a role of value guidance and material preparation in the balance of teaching. Secondly, the level and link of the balance of teaching, mainly from two aspects of the individual and the group, respectively expounds the composition of the link of teaching equilibrium, making the student individual and the group forming a benign interaction, and finally realizing the common development of the two.
In essence, the balance of teaching is a practical problem, so it is necessary to transform the concept of equilibrium into practical behavior and to be effectively implemented in practice. First, in the orientation of teaching purposes, teachers should build up the life field of teaching subject from the angle of harmonious value and make the class a harmonious student student student. Secondly, as a community of life, it is necessary to pay attention to the development of the students' emotional intelligence, to adjust the feelings and to follow the rules of emotional expression, to make the unity of emotion and wisdom harmoniously. Again, the unbalance between teaching and learning requires the conversion of behavior, and the most important is to make the passive behavior of the students into autonomous behavior. The closed learning behavior of the single subject is transformed into a multi subject cooperative behavior. At the same time, the rational transfer of the teacher's main behavior, the empowerment of the students and the establishment of the game community to achieve the integration of the teaching world and the life world. Finally, the reform of the teaching balance should not be separated from the organizational change. The advantages of the class teaching system are fully utilized. Under the premise of establishing a suitable learning group and combining autonomous learning with cooperative learning, we can achieve balanced development of individuals and groups.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G420

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