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教学法专家曾以为他是搞心理学的,心理学家以为他转攻教学法,这虽然是过去了的偏至论,但不难想象,在“史无前例”的艰难时世里,在讲究师有所承、学有所宗的高等学府里,一项新的跨学科研究,将会担多少风险,又需凭多少智慧和精力进行长期默默地劳作。直到十一届三中全会以后,乘改革开放之雄风,于1983年6月至1989年9月间他率先推出《语文教学心理学》、《中学语文板书设计》、《写作教学心理学》这三部力作,人们才似乎感觉到:思维的定势被打破了,辩证的网络一下子拓通了,语文教学与心理学这两大学科之间,升起了一道彩虹,架设出一座桥梁,于是,语文教学心理学家的称号,第一次和他——上海师范大学钟为永教授紧紧地联系在一起.
The pedagogy experts once thought that he was engaged in psychology, and psychologists thought he had transferred to the teaching method. Although this is the partial paradox of the past, it is not difficult to imagine that in the “unprecedented” difficult times, it is to pay attention to the teacher. In an institution of higher learning that has inherited and learned from others, how much risk a new interdisciplinary study will bear, and how much wisdom and energy it takes to carry out long-term silent work. After the Third Plenary Session of the Eleventh Central Committee, he took the lead in reform and opening up, and from June 1983 to September 1989, he took the lead in introducing the “Language Teaching Psychology”, “High School Language Board Writing Design”, and “The Teaching of Writing Psychology.” In the three masterpieces, people seem to feel that the mindset has been broken, the dialectical network has suddenly opened up, and between these two colleges of Chinese teaching and psychology, a rainbow has risen and a bridge has been erected. Therefore, the title of Chinese language teaching psychologist was closely linked with him, Professor Zhong Weiyong of Shanghai Normal University for the first time.