信息不对称理论之教学思考——成因、表征、模型、启示  

The Reflection on Asymmetric Information in Teaching——Origin,Features,Model and Revelation

作　　者：张炳林[1,2] 杨改学[2] 

机构地区：[1]河南大学教育科学学院,河南开封475004 [2]西北师范大学教育技术学院,甘肃兰州730070

出　　处：《课程．教材．教法》2013年第11期10-14,42,共6页Curriculum，Teaching Material and Method

基　　金：2012年全国教育科学规划"十二五"项目"西部少数民族基础教育信息化资源应用策略与绩效研究"(项目编号:BCA120022)阶段性成果

摘　　要：在教学活动中,教学信息不对称表现为"师生知识相离"、"教师知识包含学生知识"、"学生知识包含教师知识"、"师生知识有交叉又有不对称"等状态。教师拥有一定的不对称教学知识是教学开展的前提,然而,研究"教师—学生"博弈模型发现,教师会以对自己有利的努力方式来获得最优化的利益。事实上,教学信息的"对称"与"不对称"对教学效果的影响各有利弊。教学中,教师应充分利用信息的对称部分、合理创设不对称、促进不对称向对称的转化。There are four types of asymmetry of information in teaching： ＂there is no overlap between teachers＇ knowledge and students＇ knowledge＂, ＂teachers＇ knowledge contains students＇ knowledge＂, ＂students＇ knowledge contains teachers＇ knowledge＂ and ＂teachers＇ knowledge and students＇ knowledge have overlap, but they are not asymmetric＂. It is essential for the teacher to have certain asymmetric knowledge in teaching. However, by analysing the game-model of teacher-student, we find that the teacher will choose the most favorable way for optimum benefit, In fact, both symmetry and asymmetry of information in teaching have their pros and cons. Thus, teachers should effectively use the symmetric information and create reasonable asymmetric information which would help the asymmetric knowledge change into the symmetric knowledge to serve teaching.

关 键 词：信息不对称 教学表征 博弈模型 教学启示 

分 类 号：G420[文化科学—课程与教学论]