反思“有效教学”的技术化倾向  

Reflections on Technicalization Tendency of "Effective Teaching"

作　　者：叶波[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2013年第6期34-38,86,共6页Curriculum，Teaching Material and Method

基　　金：全国教育科学"十一五"规划2007年度教育部重点课题"新课程背景下教师的课程实施方式与有效教学的关系研究"(项目批准号:DHA070158);重庆市教育科学"十一五"规划2006年度高校重点课题"农村地区教师课程实施方式与教学反思能力的关系研究"(项目编号:2006-GJ-079)的阶段性成果

摘　　要：有效教学源于教学科学化的追求,在其对技术与控制的迷恋中,教学因缺乏实践智慧的观照,而成为一种工具和手段,丧失了其"善"的面向和生动的情境意蕴。"有效"的追求遮蔽了"教学"的本真。追寻本真的有效教学,需要重建实践智慧。着眼于完整的生命发展,根植于弹性的教学预设,践行于机智的教学行为,是其可能的路径。Effective teaching derives from the pursuit of teaching science. While in the fascination of technology and control, teaching becomes a tool and device, and loses its ＂merit＂ aspect and vivid situation meaning, due to the lack of practical intelligence. The pursuit of ＂effective＂ covers the essence of ＂teaching＂. It needs to reconstruct the practical intelligence in order to pursue the essentially effective teaching. The effective teaching should focus on the whole development of life, root in the flexible teaching presupposition and fulfill tactful teaching act.

关 键 词：有效教学 技术化 实践智慧 

分 类 号：G42[文化科学—课程与教学论]