教学诊断医学化:现实审视·价值判断·优化策略  

Medicalization of Teaching Diagnosis:Reality Review,Value Judgment and Optimization Strategies

作　　者：崔志钰 陈鹏[2] CUI Zhiyu;CHEN Peng(Shaanxi Normal University,Xi'an 710062,Shanxi Province)

机构地区：[1]陕西师范大学教育学院,陕西西安710062 [2]江苏联合职业技术学院海门分院海门市新职业教育研究所

出　　处：《江苏教育研究》2020年第27期74-79,共6页Jiangsu Education Research

基　　金：国家哲学社会科学基金“十三五”规划2017年度教育学一般课题“积极职业教育范式建构的实证研究”(项目编号:BJA170089);江苏省教育科学“十三五”规划2018年度重点资助课题“中等职业学校微型游戏项目教学体系整体建构的实践研究”(项目编号:R-a/2018/09)的阶段性成果。

摘　　要：教学诊断医学化就是从医学的视角、思维来看待教育教学中的现象和问题,用医学的方式、手段来处理教育教学中的现象和问题。教学诊断医学化的日渐盛行是对当下教学改革的热切呼唤,教学改革存在着病理取向与理想取向的价值冲突、消极取向与积极取向的价值取舍。不断优化教学诊断,应尽可能采用会诊和比较性诊断、应用数据和证据诊断、使用工具辅助诊断,避免问题病理化、病源绝对化、处理消极化。完善教学诊断机制应明确教学病理标准、明晰教学诊断流程、建立病情跟踪反馈机制,让每次教学诊疗都成为教学的"微变革"。The medicalization of teaching diagnosis is to look at the phenomena and problems in education and teaching from the medical perspective and thinking,and use medical methods and measures to deal with them.The increasing prevalence of the medicalization of teaching diagnosis is an ardent call for the current teaching reform,which has value conflicts between pathological and ideal orientations,and value choices between negative and positive orientations.To continuously optimize teaching diagnosis,consultation and comparative diagnosis,application data and evidence diagnosis,and tool-assisted diagnosis should be used as much as possible to avoid pathological problems,absolute disease sources,and negative treatments.Improving the teaching diagnosis mechanism should clarify the teaching pathology standards,clarify the teaching diagnosis process,and establish a disease tracking and feedback mechanism,so that every teaching diagnosis and treatment becomes a"micro-change"in teaching.

关 键 词：教学诊断 教学病理 教学切片 教学愿景 教学取向 

分 类 号：G424[文化科学—课程与教学论]