因材施教异化现象的审视及消解对策  

Teaching Students according to Their Aptitude:Dissimilation Phenomenon and Elimination Countermeasures

作　　者：卢世林[1] 赵静 

机构地区：[1]湖北大学教育学院,湖北武汉430060

出　　处：《北京教育学院学报》2018年第1期1-6,共6页Journal of Beijing Institute of Education

基　　金：湖北省普通高校人文社会科学重点研究基地"湖北中小学素质教育研究中心"研究成果(090-044035)

摘　　要：因材施教的出发点是关照个体的不同差异,在教学过程中关注的是教学公平,在个体价值取向上追求的是每个个体基于自身兴趣、需要、能力等基础上的异质发展。然而,当下教学实际表明因材施教已经异化,即从对人的关注转向对人所承载的分数、资本、外在期望的关注。教师因材施教行为之所以异化,外部原因在于社会的功利主义价值取向、学校以成绩为标准的考评制度和教师较低的经济收入;内部原因在于教师片面的职业价值认同、错误的角色意识和低水平的教育素养。为了改变因材施教异化的状况,必须从内外影响因素中寻找对策。The starting point of teaching students according to their aptitude is to take care of individual differences. In teaching process,teaching equity is concerned. Individual pursuit of value is based on heterogeneous development of each individual＇s interests,needs and capabilities. However,the current teaching practice shows that teaching students according to their aptitude has been dissimilated,that is,from the attention of the people to the attention to the scores,capital and external expectations of the people. The external factors for teacher behavior dissimilation are： the value orientation of utilitarianism in society,school evaluation system based on the standard of achievement,and the low economic income of teachers. The internal factors lies in the teachers＇ one-sided professional value identity,their wrong role consciousness and the low level of literacy education. In order to change the situation of dissimilation of teaching students according to their aptitude,we must find out the countermeasures from the internal and external factors.

关 键 词：因材施教 异化 教学公平 价值取向 

分 类 号：G422[文化科学—课程与教学论]