【作者】 曹树真；

【导师】 郭文安；

【作者基本信息】 华中师范大学 ， 教育学原理， 2004， 博士

【摘要】 教学是由师生双方共同参与的最基本的教育实践活动。教与学的矛盾是教学及其过程所固有的基本矛盾。深刻认识和正确处理教与学之间关系是教学理论和实践的永恒主题。为了推进和深化当代教学改革，有必要站在时代的高度对教与学的关系进行重新认识与建构。 完整的教学活动包括教师、学生和教学内容三个不可或缺的基质性要素。教学过程的实质就是通过三者的相互作用，将一定人类文化经验转化为学生个体的精神财富，从而不断实现文化和人的双向建构的过程。教师和学生是教学过程的主体性因素。教师的自觉引导与学生的自我生成是教学活动不可分割的两个侧面，二者相互制约、相互联结、相互规定、对立统一。教与学矛盾的根本内涵就是引导与生成的对立统一。“引导”体现为教师对学生成长自觉进行刻意而审慎的干预，“生成”则是学生在与一定文化科学知识相互作用的活动中自我发展与自我建构。质言之，教学即“教学生学”，旨在促进学生个人整体的发展与生成。 教学的历史发展也就是引导与生成的矛盾运动而引起的教与学关系的不断建构。古代教学以学为主、因学而教，重视学生个人的学习与努力，但个别教学组织简单、松散，没有形成有计划、系统化的教学体系，教学效率低下。近代教学以教为主，注重提高教的地位和作用，制度化教学——班级授课制逐步形成，开始注意儿童天性和身心发展规律，表现出对儿童兴趣、个性、人格的尊重，对古代教学各方面都有改革，但由于对教师教的过分强调及其程序和规范的过度追求，而压抑了学生学习的积极性和主动性。现代教学是对近代教学以教为主的反叛和变革，它以学生为教育主体，更重民主化、个性化，经历了一个否定之否定的演变过程，但因过于强调学生能动的一面，而对教师的引导作用有所忽视，仍须继续改进。历史告诉人们，学校教学改革的关键和焦点在于根据社会发展和个体发展相互促进、协调一致的需要，正确处理好引导与生成的关系。 当代中国中小学教学，在传授间接经验或书本知识中，具有步骤清晰、易于操作、方便评价等优点。但由于受社会现实的制约和思想认识的偏差，在社会要求和个体发展、教师权威和学生自主、纪律控制和自由选择、学科知识和生活经验、共性形成和个性提(?)等对立面之间，往往片面强调前者而忽视了后者，呈现出单向性、教条化、模式化、专制性等特征，没有关注儿童的能动性、自主性和创造性，没有重视儿童的自我、独立、主体意识的培养，从而忽视了儿童自我生成、自主发展的一面，未能很好地处理引导与生成的关系。 本文借鉴教学历史发展的经验，针对中国当前中小学教学存在的问题，根据时代发营博士学位论文DOCI’01之j\!r)!苏气I一只’j’八汪1()洲卜展趋向，在主体教育思想和“具体的人”的人学观念指导下，尝试对教与学关系的重新建构，以推进和深化我国教学改革，作一些理论上的思考。笔者认为，在教与学关系建材弧上，应依据马克思主义思想和当代教育理论，确立如下几个基本理念:(l)把学生当作实践主体来培养;(2)使学生的学习由被动转为主动;(3)将教学当作艺术的创造;(4)将教学建立在民主平等的交往的基础上，并将交往和认识切实地结合起来。更多还原

【Abstract】 Teaching and learning are the most basic educational practices in which teachers and students are engaging. The contradiction between them is an innate one of itself and the process. To get a profound knowledge and a right way to deal with the relationship between teaching and learning is an ever-lasting theme in teaching theory and practice. In order to further and deepen the teaching reformation, we need to renew our knowledge and construction of the relationship between teaching and learning on the point of our epoch.The complete teaching activity includes three dispensable basic elements, that is, the teacher, the student and the content of course. Actually, through the interactivity of the three elements, the cultural experiences have been internalized into the spiritual treasure of the individual student through the teaching process, so that the process of the construction of both the culture and human can be constantly realized. The teacher and student are the subjects of the teaching process. In teaching activity, the conscious guide of the teacher and the self-generation of the student are both sides of one coin which condition, relate, prescript each other. They contradict but also unite. The fundamental connotation of the teaching-learning contradiction is the opposition-union of the guide and generation. "Guide" expresses the teacher’s intentional and scrupulous interference with the student’s growth; "generation" refers to the student’s self-development and self-construction in the interactivity with given cultural scientific knowledge. In a word, teaching is to "teach the student to learn" to facilitate the development and generation of the individual student.The history development of the teaching is the constant construction of the relationship between teaching and learning led by the activity of the contradiction of guide and generation. The ancient teaching focuses on learning. Teaching is because of the need of learning. It pays much attention to the student’s study and diligence. However, the individual teaching is simply and loosely organized without a systematic teaching program, so with a low effect. The modern age teaching focuses on teaching, making a point of the position and function of teaching.Systemized teaching-class teaching is gradually formed, which starts to notice the law ofthe child disposition developing and the growth of the mind and body, expressing the respect to the child interest, character, personality; there is the reformation to every aspect of the ancient teaching, but because of over-emphasizing to what the teacher teaches and excessive pursue its procedure and norm, the activity and initiative of the student are suppressed. The contemporaryteaching is to oppose and innovate the modern age teaching of which the student is the subject, stressing more on the democratization and individuation, undergoing an evolving course of negating the negation. But it over stresses the initiative aspect of the student, and to some extent ignore the guide of the teacher, so it also leaves some space to improve. The history tells us that the key and focus of the school reform in education is to correctly deal with the relationship between the guide and generation according to the necessity that the social development is in accordance with the individual development and they are mutually promoted.Contemporary Chinese primary and junior high schools teaching show the advantages of clear step, easy to operate, convenient evaluation, etc in teaching indirect experience or book knowledge. But because of being limited by the social reality and the deviation of thought, between the opposite sides, that is between the social request and the individual development, teacher’s authority and the student’s independence, the control of discipline and the free choose, the subject knowledge and life experience, the form of generality and elevation of individuality, we always emphasize the former and neglecting the latter, presenting the characteristic of single direction, dogmatization, ro更多还原