用“术”与顺“势”:论教学理论的应用观  

Using "Techniques" and Following "Laws": on Standpoints for Applying Theory of Instruction

作　　者：李令永[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2008年第6期38-41,共4页Theory and Practice of Education

基　　金：2005年度全国教育科学"十一五"规划重点课题;教育部重点课题"义务教育新课程改革中实践问题的理论研究"(DHA050116);江苏省教育厅2005年度高校哲学社会科学基金项目"‘新课程’改善:批判与反思"(05SJB880021)

摘　　要：就教学理论的应用观来说,用"术"注重教学理论运用技巧、方法,讲求目的达成的效率;顺"势"依循的是教学的本性,讲求过程的自然而然,前者为末,后者为本。用"术"需要顺"势"之顺应本性的导引,而顺"势"离不开用"术"之积极态势的支持,故此,在教学理论与教学实践的契合过程中,用"术"与顺"势"乃本末共生、辩证统一的。Analyzing the standpoints for applying theory of instruction, using ＂Techniques＂ emphasizes techniques or methods of using teaching theory, and seeks the efficiency of purpose＇s attaining; while following ＂laws＂ complies the nature of teaching, and seeks involuntariness of the achieving process. The former is the tip, and the latter is the root. Using ＂techniques＂ needs complying nature＇ s guiding of following ＂laws＂, while following ＂laws＂ cannot depart from the active posture＇s sustain of using ＂techniques＂. Thus, the two are ins and outs＇ intergrowth, dialectic and unitive.

关 键 词：教学理论 教学实践 用“术” 顺“势” 

分 类 号：G42[文化科学—课程与教学论]