體驗區
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| 篇名 |
论教学限度
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| 並列篇名 |
The Discussion about Teaching Limit
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| 作者 |
焦会银(JIAO Hui-yin)
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| 中文摘要 |
万物皆有限度，失度则乱，过犹不及。教学限度指教学预设与教学应然状态之间的契合程度，是对“可教与不可教”“牵手与放手”等问题的审思，具体可分为失度教学、适度教学、过度教学三个层次，教学职责、教学呈现、教学规训、教学评价四种表现形式。教学限度的廓清能在主体论层面帮助师生挣脱平庸之恶的“摆置”，获致自由发展；在价值论层面矫正过度追求确定性的教学价值取向，涵育学生智慧；在方法论层面重审外域理论，构建具有东方气韵的教学论研究范式。教学限度的自觉与践行需要管理部门、理论研究者、教师通力合作，营造“教学共通感”；需要教师弱化教学规训，在教学呈现中为学生适当提供“迷失的机会”，还要拓展教学评价，兼顾学生发展的“情感逻辑”。
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| 英文摘要 |
Everything has its limit. Teaching limit refers to the degree of correspondence between teaching presupposition and teaching ought-to-be state. It is a reflection of “teachable and unteachable” “hand-in-hand and let-it-go”. It can be divided into three levels: out-of-degree teaching, appropriate teaching and excessive teaching, and four forms of expression: teaching responsibility, teaching presentation, teaching discipline and teaching evaluation. Clearing the limit of teaching can help teachers and students get rid of the banality of evil and achieve free development; Correct the teaching value orientation of excessive pursuit of certainty at the level of axiology, and cultivate students’ wisdom; Review the foreign theory and construct the research paradigm of teaching theory with oriental charm at the level of methodology. The consciousness and practice of teaching limit needs the cooperation of management departments, theoretical researchers and teachers to create “a common sense of teaching”; Teachers need to weaken teaching discipline, provide students with appropriate “lost opportunities” in teaching presentation, expand teaching evaluation, and take into account “the emotional logic” of students’ development.
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| 頁次 |
058-069
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| 關鍵詞 |
教学限度
、适度教学
、教学自由
、teaching limit
、appropriate teaching
、teaching freedom
、CSSCI
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| 卷期 |
18:3
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| 日期 |
202206
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2022.03.006
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