“做中学”教学法之百年演进述评  

The Centenary Evolution of the Paradigm of “Learning by Doing” and Reflection

作　　者：屠锦红[1,2] 李如密[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 [2]宿迁学院教育系,江苏宿迁223800

出　　处：《课程．教材．教法》2014年第4期95-102,共8页Curriculum，Teaching Material and Method

基　　金：全国教育科学"十二五"规划教育部重点课题"‘有效教学’视域下我国当代语文教育范式的审理与重建"(课题编号:DHA120229)阶段性成果

摘　　要：回顾近百年的中国教学法历史,"做中学"教学法是极为重要的一个范型。它一直以或明或暗的方式影响着近百年来中国教学的理论与实践。"做中学"教学法在中国近百年的演进历程可以概括为:引介与改造→批判与异化→重估与更新。反思"做中学"教学法"一波三折"的命运,可以窥见我国教学理论与实践中存在的一些问题。审视"做中学"教学法的价值,有助于我们在学理上辨清这一教学法的可为与难为之处;而透析来自教学实践对"做中学"教学法的诸多重要诘问,则会让我们进一步认清这一教学法在教学实践中的困惑与困境。辩证地看待"做中学"教学法的价值及其限度,并于实践中审慎运用它,是我们对待这一教学法的基本态度。＂Learning by doing＂ is a very important paradigm in nearly a hundred years of Chinese didactic history. It has overtly or covertly influenced the theory and practice of Chinese teaching over the past century. The paradigm＇s nearly a century evolution can be summarized as： introduction and transformation, criticism and dissimilation, and revaluation and renewal. According to reflection on the setback of ＂learning by doing＂, some problems may be found in the theory and practice of Chinese teaching. With reviewing the value of ＂learning by doing＂, the feasibility and difficulty of the theory may be discerned. Analyzing some important problems in teaching practice, we may further recognize the confusions and difficulties of this method in the teaching practice. Our basic attitude toward the method is that we should dialectically treat its values and limits and cautiously apply it to practice.

关 键 词：“做中学”教学法 百年演进 价值 实践困境 

分 类 号：G42[文化科学—课程与教学论]