摘要
推论(推理)是皮尔士“探究方法”的核心,教学推论是推论与教学的独特结合,其教学意义必须存在于教师与学生群体的关系中,其核心在于教学中教师如何处理学生推论的条件,即原因、规则和结果。推论有两种处理方式:(1)教师直接明确推论条件———教师对学生推论控制程度取决于明确的条件种类数;(2)教师间接控制推论条件,包括对原因、对规则和对结果三种控制行为。教学推论本质上是在技术兴趣指导下的工具性活动。
Reasoning is the core of Peirce＇s method of inquiry. Teaching reasoning, the unique combination of teaching and reasoning, exists in the instructional relationship between the teacher and students. And the core of teaching reasoning lies in how the teacher copes with three types of conditions of students＇ reasoning, i.e. cause, rule and result. There are two methods set forth in this paper. （1）teacher clarifies reasoning conditions directly, the extent to which teacher can control the students＇ reasoning depends on the number of the types of conditions clarified; （2）teacher controls reasoning conditions indirectly, which includes control over cause, rule and result. The teaching reasoning in essence is a kind of instrumental activity guided by technological interest.
出处
《教育学报》
北大核心
2006年第1期43-47,共5页
Journal of Educational Studies
关键词
教学过程
探究方法
教学推论
技术兴趣
工具性活动
teaching process
method of inquiry
teaching reasoning
technological interest
instrumental activity
