生成性教学:实践落差下的方法论关照  

Generative Teaching: Methodological Concern for Practical Lag

作　　者：朱江华[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《教育理论与实践》2016年第8期52-55,共4页Theory and Practice of Education

摘　　要：生成性教学的形成和发展是古今中外教育教学理论和实践探索的过程,在此过程中,当下一些教师的教学行为未能契合理论,造成实践落差,引发关于生成性教学合理性的怀疑。生成性教学具有一定的合理性,教师的生成性教学的实践落差主要表现为理解的肤浅化和行为的失范性,落差的产生源于教师教学方法化的趋同和方法论意识的缺失。生成性教学方法论对于生成性教学实践具有重要意义,生成性教学的方法论关照应着眼于预设性-生成性、"人为"性-"为人"性、常态性-偶发性三对教学实践关系范畴。The formation and development of generative teaching is the process exploring teaching theories and practices at all times of the world, while today＇ s teachers＇ teaching behaviors failed to fit the theories and have resulted in the practical lag and caused suspicions on the rationality of generative teaching. Generative teaching is rational to some degree, and teachers＇ practical lag in generative teaching mainly manifests itself as the superficial comprehension and abnormal behaviors which is the result of teachers employing almost the same methods and lacking in the methodology sense. Generative teaching methodology is of vital importance to the generative practice, and the concern about the methodology of generative teaching should focus on the following three pairs of teaching practice relationships：presupposition and generation, artificiality and humanity, and normality and incidence.

关 键 词：生成性教学 实践落差 预设性-生成性 “人为”性-“为人”性 常态性-偶发性 

分 类 号：G420[文化科学—课程与教学论]