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教学是一个高度自觉的有目的过程。教师在教学过程中永远发挥着主导作用。但是,在很长一段时间内存在着片面强调教师对教学过程控制的趋向。教师对学生学习过程的控制显然是一种外部他控。而这种外部他控又常常被简化为教师控制教学方法、过程、进度,以适应学生的需要,与学生的学习过程实现同步。有关的研究表明,教师的认知外显理论和学生的认知内隐理论是不完全等同的,教师的外部他控常常带有片面性,难以做到因材施教,不考虑学生的个别差异,是以一种理想化的常规模式去对待每个学生。因此,突破教师的外部他控的局限,重新考虑教学过程中各要素的相互作用和相对地位,变换思考的角度,以对教学控制系统有一个更准确更全面的认识,甚为必要。
Teaching is a highly conscious and purposeful process. Teachers will always play a leading role in the teaching process. However, for a long time there is a one-sided emphasis on teachers' tendency to control the teaching process. The teacher's control of the student learning process is obviously an external control. And this external control is often simplified as teachers control teaching methods, processes, progress, to meet the needs of students, and students learning process to achieve synchronization. Relevant researches show that the teacher's cognitive explicit theory is not exactly the same as the student's cognitive implicit theory. The teacher's externalities often contain one-sidedness, which makes it difficult to teach students according to their aptitude and does not consider individual differences among students. Therefore, An idealized, general model for treating each student. Therefore, it is very necessary to break through the limitations of teachers' externalities and reconsider the interaction and relative position of various elements in the teaching process and to change the thinking. Therefore, it is necessary to have a more accurate and comprehensive understanding of the teaching control system.