教学关系论  

On the Relationship between Teaching and Learning

作　　者：郭元勋 GUO Yuan-xun(Institute of Education Sciences,Hangzhou Normal University,Hangzhou,Zhejiang,311121)

机构地区：[1]杭州师范大学教育科学研究院,浙江杭州311121

出　　处：《泰山学院学报》2020年第4期28-34,共7页Journal of Taishan University

摘　　要：教学即关系,关系即探究、对话。20世纪70年代以来,围绕儿童参与、教学整合的研究形成两大范式,即“建构性组合范式”与“教学互动范式”。“建构性组合范式”中,教与学本质上是基于理解的主导关系,“教学互动范式”则体现了教与学本质上是基于理解的互动关系。但两者并未完全实现教学整合。“批判性内省智能范式”指向自我理解与自我生成,意味着教与学的反思、解放关系。Teaching-learning is relationship,the relationship is inquiry and dialogue.Since 1970s,two paradigms have been formed around the research of children's participation and teaching-learning integration,namely“constructive combination paradigm”and“teaching interaction paradigm”.In the“constructive alignment paradigm”,teaching and learning are essentially based on the dominant relationship of understanding,while the“teaching interaction paradigm”reflects that teaching and learning are essentially based on the interactive relationship of understanding.However,the integration of teaching-learning is not fully realized.“Intelligence paradigm of critical introspectiveness”refers to self-understanding and self-generating,which means reflection and liberation of the relationship between teaching and learning.

关 键 词：机械教学 教学关系 儿童参与 建构性组合范式 教学互动范式 批判性内省智能范式 

分 类 号：G424[文化科学—课程与教学论]