摘要
教学理论受科学范式的影响,出现科学化倾向,致使教学方法在理论体系中具有突出地位,因为它是教学理论与教学实践的中介。就其哲学意义而言,教学方法具有技术性,表征技术性的是它的目的性和程序性。科学化的教学理论意欲通过教学方法来"操作"教学过程,让方法的程序性来保证方法的目的性。但是,教学方法在教学活动中具有内在性悖论和外在性悖论。教学方法的实践境遇也确证了两悖论的存在。内在性悖论主要表现在教学方法试图通过"程序"来培养人,而人无法靠"程序"来培养;外在性悖论主要表现在教学方法作为实践的技术,其面对的工作对象则是一种复杂系统,而教学方法属于"简单化的范式",难以应对复杂性对象。因此,从复杂性角度看,有必要对教学方法进行解构。这必须回归到教学方法的原始发生处,回归到人的生成之域。人在生活世界中成长,而在生活世界中,交往是人成其为人的基本路径。结合教学的制度化,在课堂教学中对话是教学活动得以展开的基本机制,是课堂教学的基本"方法"。
The theory of teaching is becoming scienclization under the pattern of science. It gives birth to teaching - method. From the philosophy of teaching - method, it is technology that is denoted by its purpose and its procedure. The aim is to operate on teaching and its belief is what its procedure is able to guarantee its purpose. In fact, teaching - method has an internality paradox and an externality paradox. The practice of teaching - method shows that the paradoxes exist. The internality paradox is represented between the procedure and the purpose which is to cultivate individual; the externality paradox is manifested between the teaching - method which is simple and its object which is complex. So we must de - structure the teaching - method from life - world, because every one lives and shapes in life - woad. In life - world, one communicates other, and communication is basic way of life, so dialogue is a basic mechanism as teaching way in systemlized classroom.
出处
《全球教育展望》
CSSCI
北大核心
2012年第1期17-25,共9页
Global Education
关键词
技术性
培养人
悖论
面向教学本身
对话
technology
to cultivate individual
paradox
to orientate to teaching itself
dialogue
