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从某种意义上说,教学是在教师、学生与教材之间的互动中展开的,这三者的相互关系,也就构成了现代教学论中极为重要的部分。而有什么样的教育观,就有什么样的师生观、教材观。如果把教育理解为仅仅是传递知识的过程,那么学生就必然“臣服”于教师,教师就必然“臣服”于教材,因为教材是真理的化身。在这样的教育中,教师与学生都失去了思考的自由,教师被隐喻成类似机械操作工的“工程师”,学生则不过是等待填充知识的容器。这样的教育与新时代格格不入。我们必须重新审视教育的含义。有人说:“教育就是文化的融合,知识的建构,意义的实现。”这或许就是新课程要实现的“教育”。如果教育的意义要由建构来完成,我们就必然要赋予教育过程中的每个对象独特的主体地位。因此,师生之间、教师与教材之间、学生与教材之间,就只能是一种平等对话的关系,并在这种多重的对话中,丰富和重新发现自身的意义。“没有了对话,就没有了交流;没有了交流,也就没有了真正的教育。”这是一个国外学者的告诫。重新建立教育观,重新界定师生关系,重构教材观,显然是一个长期的、痛苦的探索过程,因为过时的教育理念和偏见已经深入许多教师的骨髓,这就像一个人的秉性一样,比江山还难改易。比如,对师生平等关系的误解,对教材作为对话文本
In a sense, teaching is carried out in the interaction between teachers, students and textbooks, and the interrelationship between these three forms an extremely important part of modern teaching theory. What kind of view of education, what kind of teachers and students view, teaching material concept. If we regard education as merely a process of transmitting knowledge, then students inevitably “surrender” to teachers and teachers will inevitably “succumb to the materials” because teaching materials are the embodiment of truth. In such education, both teachers and students lose their freedom of thought, teachers are metaphorically “engineers” who resemble mechanical mechanics, and students are nothing but containers awaiting the filling of knowledge. Such education is incompatible with the new era. We must re-examine the meaning of education. Some people say: “Education is the fusion of cultures, the construction of knowledge and the realization of meaning.” This may be the “education” to be achieved by the new curriculum. If the meaning of education is to be accomplished by construction, we must inevitably give each subject a unique dominant position in the process of education. Therefore, between teachers and students, between teachers and textbooks, between students and textbooks, it can only be an equal dialogue, enriching and rediscovering its own significance in such multiple dialogues. “Without dialogue, there is no communication; without communication, there is no real education.” This is a warning from a foreign scholar. Re-establishing the concept of education, redefining the relationship between teachers and students, and reconstructing the teaching material are obviously a long-term and painstaking exploration process. Because outdated educational concepts and prejudices have penetrated into the marrow of many teachers, it is just like a man’s nature. More difficult to change than Jiangshan. For example, the misunderstanding of the equal relationship between teachers and students, textbooks as a dialogue text