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缺旷现象总被归入纪律管理问题,看似与实质教学关联甚微,但其实无论是缺旷现象本身以及造成之一现象的动因长期以来都乏人深思。教师、学生——而且是每一个学生,都是必不可少的构成要件,一堂课程要产生出完整、全面的教学成果,教师对于知识的单项输出仅仅只是一个方面,只有教师及每一个学生齐备之下产生的课堂互动才是课堂的“充分且必要的构成”。学子与母校之间的联结,其实不仅是一种文学中的抒情表达,更有着现实的契约联系。要想解决学生的缺旷现象,看似只是纪律管束的问题;但就如同疾病的症状并不等同于疾病的病灶同理,缺旷仅仅只是问题的一个表征,只是疾病的一个症状,而非病本身。缺旷仅只是教学核心问题所暴露出的一个现象上的小缺口而已,真正的解决之道不是强力压制,而是应当顺着现象之下的隐秘肌理,摸索深层次的问题实质。
The phenomenon of dereliction is always classified as a problem of discipline management and seems to have little correlation with the teaching of substance. In fact, neither the phenomenon of dereliction nor the motive of causing a phenomenon has long been neglected. Teachers, students - and every student, are essential components of a curriculum to produce complete and comprehensive teaching outcomes. Teachers’ individual output of knowledge is only one aspect, only the teacher and every student are available The resulting classroom interaction is the “adequate and necessary composition” of the classroom. The link between students and their alma maters is actually not only a kind of lyric expression in literature, but also a realistic contractual connection. It seems that the problem of disciplinary control is only a solution to the problem of student demarcation. However, just as the symptoms of a disease are not the same as those of a disease, the absence of mere symptoms is merely a symptom of the problem, but a symptom of the disease rather than The disease itself. The lack of only a small gap in the phenomenon exposed by the core of teaching, the real solution is not to suppress, but should follow the secret under the phenomenon of texture, to explore the essence of the problem at a deeper level.