共查询到19条相似文献，搜索用时 171 毫秒
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文章针对既往的理论研究和教学实践大多将生成性教学作为改造教学预设的技术方法所具有的缺陷,提出需要在教学哲学层面构建生成性教学理论。作为教学哲学的生成性教学,是从教学价值澄清入手对现代性教学理论的物化批判,是对"预成论"教学哲学的反思和超越。生成性教学哲学的确立有助于教学工具理性与价值理性的统一,体现了从客观认识论到学生生存发展为本的认识论转变,有助于促进新课改在教师日常教学中的践行。 相似文献
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教学实践论是马克思主义认识论和实践论,是以教学实践活动和问题为研究现象,旨在揭示教学实践规律的理论。历经过"经验"教学论、"科学"教学论、"传统"教学论与"现代"教学论的论争、马克思主义教学认识论、"实践"教学论与"理论"教学论的并立以及走向实践的教学实践论等六个阶段。主要研究内容有教学实践智慧与教师专业发展,教学实践中面临的问题与原因,教学实践论的研究方法与表征方式,教学实践的层次和关系。从研究的现状来看,教学实践论的研究范式主张"田野性"、现实性与可操作性,其本质属性是面向教学实践的研究,并关注人的生命的意义与价值。 相似文献
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哲学基础是教学论的内在根据和本真灵魂。目前我国教学论的哲学基础研究存在着严重缺陷。在认识论框架内,传统教学认识论有其存在合理性,但需要超越其不容忽视的局限性。与教学认识论相并列、共生的教学生成论具有非常重要的存在价值。完整意义上的教学论哲学基础是教学实践论。教学实践论不同于教学认识—实践说,而是教学认识论与教学生成论的整合互补和辩证统一。 相似文献
4.
教学设计研究:百年回顾与前瞻 总被引：10，自引：0，他引：10
２０世纪教学设计研究的发展历程表明：教学设计研究与不同区域的整体文化风格有着内在关联,北美与欧洲大陆的教学设计研究尽管有联系,但差异是主要的。教学设计研究的未来发展趋势表现在三个方面：在理念层面,建构主义认识论正在取代客观主义认识论而成为教学领域的基本观念;在技术层面,信息技术的迅猛发展正在引起教学领域的深刻变革;在基础层面,教学论已不再只是教育心理学的应用学科,其研究开始置于多学科的基础之上。 相似文献
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教学设计研究∶百年回顾与前瞻 总被引：4，自引：0，他引：4
２０世纪教学设计研究的发展历程表明：教学设计研究与不同区域的整体文化风格有着内在关联,北美与欧洲大陆的教学设计研究尽管有联系,但差异是主要的。教学设计研究的未来发展趋势表现在三个方面：在理念层面,建构主义认识论正在取代客观主义认识论而成为教学领域的基本观念;在技术层面,信息技术的迅猛发展正在引起教学领域的深刻变革;在基础层面,教学论已不再只是教育心理学的应用学科,其研究开始置于多学科的基础之上。 相似文献
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针对教育变革中不断出现的各种"教学论论争"现象,提出教学本体论可以在本体层面上跨越教学认识论与价值论形态之间的对峙与纷争。回归本体层面的教学现实与理论的研究,会为我们走出基础教育新课程改革中出现的相关困境奠定问题解决的理论基础,并将以新的视角重新唤起人们对教学理论研究的认识与理解。 相似文献
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教学主客体研究:盘点与梳理 总被引：7，自引：0，他引：7
最近 2 0年的教学主客体问题研究囊括了教学本体论、认识论、实践观、价值论等不同层面的主客体问题 ,主要观点有 :教师唯一主体论、学生唯一主体论、双主体论、主导主体说、三体论、主客体转化说、复合主客体论、过程主客体说、层次主客体说、主客体否定说等。尽管尚未达成完全一致的认识 ,但弘扬师生双方的主体精神已为多数研究者所认同。深植于教学实践当中 ,并以促进教学实践的合理化为最终指向 ,应是今后研究所应把持的方向。 相似文献
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探讨教学设计研究的发展趋势，对于构建开放教育的教学模式至关重要。在理念层面。建构主义的认识论正在取代客观主义的认识论．从而成为教学领域的基本观念；在技术层面，信息技术的迅猛发展正在引起教学的深刻变革；在基础层面，教学论已不再只是教育心理学的应用学科，其研究开始建立在多学科的基础之上。 相似文献
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探究素养发展的教学认识论,旨在澄明知识与素养的关系及其转化的认识论原理与教学机制。素养作为道德性运用知识解决复杂问题的能力,这一学习结果基于知识并超越知识,诉求于学习者能够在复杂情境中开展道德性的知识迁移与运用。可见,实践性是素养的本质特征,内蕴知与行、理智与德性统一的认识论意义。这一本质特征诉求于教学认识论应处理好“学”与“用”的一体化关系。传统教学认识论虽然一贯倡导“学以致用”,但由于理性主义知识观的钳制,在处理知与行、“学”与“用”的关系问题上深陷先后论、工具论、机械论等二元论困境。二元论的症结不仅割裂了“学”与“用”内在的一体性,而且难以确保学习者所获学习结果的实践性。“用以致学”通过调整“学”与“用”的位次关系,旨在重估行动、实践的认识论意义,进而更好地促进“学以致用”。“用以致学”作为实践取向的教学认识论不仅勾勒出化知识为素养的教学机理,同时还体现了现代认识论研究实践转向的趋势、学习科学的最新进展以及中国文化内蕴的力行认识论传统等依据。 相似文献
10.
安玫 《湖南第一师范学报》2009,9(2):27-28
在教学理论界,对教学论学科特性的阐释因其研究对象的模糊性一直处于“语焉不详、言而不明”的状态。基于对两种传统教学论研究模式的深度思考和我国改革开放以来教学论研究的现状分析,我们认为,教学论作为人类理性的存在方式也因学科发展过程中的分化而产生理论沉思、行为实践和技术制作三个层次。不同层面的教学论又因各自不同的研究取向及其与实践的关系而呈现不同的特性。 相似文献
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论有效教学的三大理论基础 总被引：2，自引：0，他引：2
余文森 《课程.教材.教法》2012,(2):15-22
有效教学,有其深刻的心理学、教育学、知识论的理论基础。从教育心理学角度讲,有意义学习理论是有效教学的理论基础;从教育学的角度讲,发展理论(发展性教学理论)是有效教学的理论基础;从知识论的角度讲,有效知识论是有效教学的理论基础。 相似文献
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Philippa Gerbic 《Educational Media International》2013,50(3):221-234
Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy. 相似文献
14.
Hua Zhang 《Frontiers of Education in China》2006,1(2):226-257
To probe into the knowing of teaching/learning, we have to surmount the subject/object dualism based on the level of enlightenment
rationality and trend towards epistemology of the relationship, which means that knowing of teaching/learning should be combined
with its value and be wholly considered. The unique value of students and teachers is made up of their unique knowing. In
knowing of teaching/learning, students and teachers are intersubjective. The so called “epistemology of teaching/learning”
in China is an odd combination of enlightenment rationality and centralized system, which might be good for the mastery and
training of knowledge and skills, but has nothing to do with the formation and development of creative personality.
Translated form Global Education, 2005:6. 相似文献
15.
There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 相似文献
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教学认识过程中的"错误"问题 总被引：6，自引：0，他引：6
石中英 《北京大学教育评论》2006,4(1):1-7,18
文章讨论了对待教学认识过程中学生所犯错误的两种态度:一种视其为教学的失败,另一种则视其为学习主体性的表征。文章分析了这两种态度支配下的课堂生活及其引发的教学危机,并从人性论、认识论和政治哲学三个角度进一步论述了教学认识过程中错误的深刻根源、认识论意义及上述两种态度可能造成的政治后果, 最后提出以理性批评的态度来对待教学认识过程中的错误。 相似文献
17.
Kate Chanock 《高等教育研究与发展》2007,26(3):269-280
Higher education policy is seeking, in the interest of ‘quality assurance’, to reward teaching and the scholarship of teaching and learning (SoTL). Academic language and learning (ALL) advisers, who work closely with students to improve their performance in their courses of study, have much to contribute to SoTL. ALL advisers who adopt an ‘academic literacies’ approach share with lecturers in the disciplines an engagement with issues of ‘‐ography’ (i.e. writing in and for a discourse community)—including the relationships between epistemology, form, and language—yet, misconceptions about ALL advisers’ work can prevent discipline lecturers from consulting them when thinking about questions of teaching and learning in their own field. This paper discusses ALL advisers’ access to insights into students’ experiences of learning and of being taught, with relevance both for particular disciplines and for academic culture across the disciplines; their contributions to SoTL; the difficulties they encounter in trying to communicate across the borders of the disciplines; and ways of improving this situation in the context of the new emphasis on encouraging improvement in the quality of teaching. 相似文献
18.
论教法与学法的统一 总被引：2，自引：0，他引：2
龚友德 《常熟理工学院学报》2002,16(3):89-94
教学方法应是教法与学法的辩证统一，辩证统一的基础是实践及其方法。教学过程本质上是实践过程，实践的观点应成为教学认识论和教学方法论的首先的和基本的观点。传统的系统讲授法缺乏实践环节，不宜继续作为我国高校的基本教法。应当寻找一种既能充分实践环节，又能统一教法与学法，并具有传播知识，创造知识，发展师生能力的多功能的教学方法。 相似文献
19.
Ordway Tead 《College Teaching》2013,61(3):148-154
ABSTRACTHow can we best support instructors to learn, practice, and retain student-centered, active-learning teaching strategies in their undergraduate courses? While approaches like professional development workshops may inspire some, permanent adoption of new pedagogy is rare. Here, we investigate “paired teaching” to achieve adoption and continued use of evidence-based practices. In this model, an instructor with little or no experience in student-centered teaching is paired with an experienced instructor in a semester-long course that has established student-centered pedagogy. This study evaluates information from eight pairs of instructors over a three-year period. Data was collected before, during, and after the paired teaching semester through interviews, written reflections, and teaching observations. Results indicate that paired teaching is beneficial as a professional development model for new instructors who have little teaching experience. The teaching practice of these instructors evolved to be increasingly student-centered, and they continued to use this pedagogy in subsequent classes. More established instructors who were less familiar with active learning showed lower tendencies to incorporate new pedagogies into their existing classes. We suggest best practices to maximize benefits and mitigate challenges associated with paired teaching. 相似文献