论教学临界点的研究价值  

On Research Value of Critical Point in Instruction

作　　者：李志厚[1] 刘兴然[2] 

机构地区：[1]华南师范大学教科院,广州510631 [2]广东茂名学院文法学院,广东茂名525000

出　　处：《教育理论与实践》2008年第9期44-47,共4页Theory and Practice of Education

摘　　要：教学实践中的许多问题与教学理论上的许多争议,大多来自对知识转化规律认识的盲点而成,其中对教学临界点的研究不足是原因之一。教学临界点是一种教学活动到了一定量的界限就会从一种状态转化为另一种状态的关键之处。教师在课堂教学中对学生学习所施加的影响到什么程度才能引起量的质变或水平上的提升,这是一个难题。但这个难题的解决,不仅从新的角度对解开各科教学为何事倍功半之谜有所帮助,而且从理论上澄清对教学有效性的困惑有所启示,还为课程与教学论研究增添了一个值得探究的领域。从知识生态学的角度研究教学临界点现象又是一种新的视角。Many problems in the teaching practice and debates in the instructional theory mostly come from our blind spots on research of knowledge transformation, among which is the inadequate study of critical point in instruction. Critical point in instruction is a key place at which one state will transform into another state when teaching activities reach a certain amount. It is hard to decide when teachers＇ influence on students in the classroom teaching will lead to the qualitative change from the quantitative change and the level improvement. However, solving the problem will not only help to explain the low effectiveness and efficiency of teaching from a new angle, but also help to understand the instructional effectiveness in theory and develop a valuable researching field in the theory of curriculum and instruction. Besides, it is also a new perspective for the study of critical point in instruction from the perspective of knowledge ecology.

关 键 词：教学临界点 知识转化 质变 学习临界点 知识生态学 

分 类 号：G42[文化科学—课程与教学论]