教学活动中的交往与灌输：三种教学类型的比较研究  

Communication and Infusion in Teaching:Comparison Among Three Teaching Types

作　　者：陈卓[1,2] 

机构地区：[1]浙江警察学院社会科学部,浙江杭州310053 [2]浙江警察学院德育教研室,浙江杭州310053

出　　处：《中国高教研究》2017年第2期87-92,共6页China Higher Education Research

基　　金：2015年浙江省高校优秀中青年思想政治理论课教师择优资助计划“高校思想政治教育‘灌输论’研究”(G1583127001900);2015年度浙江省高等教育教学改革项目“新时期高校‘交往德育模式’改革”(jg2015194)的研究成果

摘　　要："交往"与"灌输"是教学活动及其相关研究中的重要内容。从理想类型的角度,可以提出灌输式教学、交往式教学和交往-灌输式教学三种教学类型。在教学目标上,灌输式教学将习得知识作为教学目标,交往式教学强调学生个体的发展,交往-灌输式教学将知识作为促进学生发展的工具。在师生关系上,灌输式教学强调教师的中心地位,交往式教学重视学生的自主选择,交往-灌输式教学认为教师是"平等中的首席"。在教学过程上,灌输式教学强调传授知识,交往式教学关注学生的个体性和多样性,交往-灌输式教学主张借助伟大作品培养社会意识。＂communication＂ and ＂infusion＂ are important contents in teaching and related researches. From the ideal perspective, we can put forward three teaching types： infusion teaching, communication teaching and communication-infusion teaching. The first comparison is the teaching goals： infusion teaching considers the acquirement of knowledge as the teaching goal; communication teaching underlines the individual development of students; communication-infusion teaching treats the knowledge as the tool to develop students. The second comparison is the relationship between teachers and students： infusion teaching emphasizes teachers are the center of teaching; communication teaching respects students＇ own choices; communication-infusion teaching considers a teacher as the ＂chief in the equality＂. The third comparison is the teaching process： infusion teaching emphasizes infusing knowledge; communication teaching focuses on individuality and diversity of a student; communication-infusion teaching argues to develop students＇ social consciousness by masterpieces.

关 键 词：交往 灌输 灌输式教学 交往式教学 交往-灌输式教学 

分 类 号：G420[文化科学—课程与教学论]