教学理性探究

【作者】 李德林；

【导师】 徐继存；

【作者基本信息】 山东师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 我国的基础教育改革正稳步推进,课程结构的多样化、教学内容的丰富性、学生学习方式的灵活性、教学交往方式由独白转向对话等一系列的变革,给教师的教学实践带来了前所未有的冲击与挑战。教学活动的这种复杂性需要越来越多富有教学理性的教师来改造今天的课堂,让课堂焕发出应有的活力。教学,作为教育活动展开的主要形式,应当是充盈着理性精神,并具有由健全、合理、澄明的理性来引领和规范的自觉要求。相应地,展开教学活动的教师就有必要形成合理的教学理性,并以此来审视、评量和改造自己的教学观念、教学理念以及具体的教学行为。但从教学实践来看,教学理性却出现了缺失和异化的状态。由于日常生活的巨大惯性,大多数教师的日常教学生活或者说教师日常教学生活的大部分时间是在教学经验、教学习惯和教学常识中度过的,教学理性的普遍缺失使教师在经验主义的教学中迷失自我,失去质疑和批判的品质,教学显得惰性十足,懒散保守,毫无创新可言;由于工具理性的越位,现实教学打上了技术主义的烙印,教师陷入了教学目标操作化、教学过程程式化和教学评价数量化的恶性循环,成了教学机器上的一颗螺丝钉,教学机械僵化,只见“物”不见“人”,教学的价值和意义丧失殆尽;由于制度理性的僭妄,教学不自觉地被捆绑进规范主义的“牢笼”,教学出现了官僚化、群体化和规范化的存在样态,规训和控制成了教学的手段和目的,教学失却了灵性和智慧,教学自由杳无踪影。教学理性的重建就是要在教师学习、反思、合作、理解的基础上,让教学目标从给定走向生成、师生关系从控制走向对话、教学内容从静态走向活化、教学伦理从他律走向自律、教学研究从“怎么都行”走向“方法检视”。理性精神润泽下的教学将从经验、习惯和常识走向反省、审视和理解,教师将从“匠人”和“技师”的巢臼中摆脱出来而获得自身的尊严和价值,从制度和规范的“牢笼”中解放出来而获得恰切的身份认同。提倡教学理性并不是否定教学非理性,完整的教学应该是教学理性与教学非理性的完整统一。在教学理性和非理性关照下的教学将既是一次理性的探险,又是一次诗意之旅。更多还原

【Abstract】 Elementary education reform is improving steadily in our country. A great diversity of course structure, the richness of course contents and the flexible of learning methods. The ways of communication in education is transferred from monologue to dialogue. All of those changes bring unprecedented strikes and challenges to the teachers. The complexity of the teaching activity needs more and more teaching rationality to create vigor in the class.Teaching, as a dominant means to take educational activities, is supposed to be filled with rationality and endowed with sound, reasonable, transparent rationality so as to get conscious demands to guide and regulate. Correspondingly, teachers to take teaching activities are necessary to form reasonable teaching rationality in order to examine, evaluate and remake their own teaching ideas, ideology and concrete teaching actions. But from the angle of teaching practice, teaching rationality appears to be vacant and dissimilated now. Because of much inertia in everyday life, on one hand, everyday teaching life of most teachers or most time of everyday teaching life is used for teaching experiences, habits and general knowledge. On the other hand, universal shortage of teaching rationality leads to teachers lost in themselves, querying and will be discouraged to criticize and judge. Consequently, teaching will take on a look as following: lazy, sluggish, conservative and with no creation.. Because of instrumental rationality’offside, present teaching is branded with technologicism so that teaches are shackled by operationizations of teaching aims, formulizations of teaching procedure and quantitizations of teaching evaluations. As a result, teachers becomes nails of teaching machines which leads to ossified teaching. In the course of teaching, as teachers are only able to see materials without people, there will be never values and meanings of teaching. In addition, due to institutional rationality’overstep, teaching will be bonded into institutionism, and teaching will be so bureaucratized, colonized and regulationized that regulations and control become main goals of teaching, this leads to loss of soul ,wisdom and freedom.The“repick”and“reconstruction”of teaching rationality is to make teaching aims go from“given”to“generate”, teacher-student relation go from“control”to“conversation”,teaching contents go from“static”to“activational”, teaching research go from“what will do”to“method inspection”on the base of teachers’study, rethinking, cooperation and comprehension. Teaching lubricated by rational spirits will go from experiences, habits and general knowledge to revisiting, examination and comprehension. At the same time teachers will break away from the lair of“artisan”and“technicians”to get dignity and values of their own, will be freed from the cage of system and regulations to get appropriate status approval.All in all, the advocating of teaching rationality is not to negate the non- rationality, the complete teaching is supposed to integrate teaching rationality and non-rationality. The teaching embraced teaching rationality and non- rationality will be not only an rational exploration but also a poetically charming journey.更多还原