中美课堂教学法--灌输式与探究式辨析  

CHINESE AND AMERICAN CLASSROOM TEACHING—INDOCTRINATION AND INQUIRY

作　　者：沈乾若 SHEN Qianruo(Independent Scholar in Comparative Education Research)

机构地区：[1]北京大学物理系 [2]北京航空航天大学 [3]加拿大西蒙菲沙大学 [4]加拿大博雅教育学会

出　　处：《物理与工程》2020年第6期37-42,47,共7页Physics and Engineering

摘　　要：教学模式可以分为两大类:讲授式与讨论式,或灌输式与探究式。本文分析不同课堂教学模式与方法在中美两国的实施情况及其利弊。依据认识论,人们认识事物均由个别现象着手去探索一般规律,而国内普遍的灌输式讲授即源于探索阶段的缺位。作者建议将相应的科学探索过程写入教材。对于近年来美国倡导并输入中国的所谓探究式教学,文章分析批驳了该模式所依据的“以学生为中心”“个性化教学”“能力比知识重要”,以及“三维教学目标:情感、态度、价值观”等观念的极端化和片面化谬误。作者指出,理想教学不应以外在形式划线,而取决于能否调动学生的思维和参与;教学模式与方法不能硬性规定;高层教育主管部门的责任在于课程及其标准,而不必过多插手课堂教学。Teaching methods can be divided into two categories:lecturing and discussion,or indoctrination and inquiry.This paper analyzes the implementation of different teaching methods in China and in the United States,and their advantages and disadvantages.According to epistemology,people begin to explore general laws with individual phenomena,and the common indoctrination practice in China originates from the absence of inquiry stage in teaching.Thus it is suggested to write the relevant exploratory stage into the textbooks.For the socalled inquiry teaching imported from U.S to China in recent years,this article refutes the extreme and one-sided fallacy in the idea of“student-centered”,“individualized teaching”,“ability is more important than knowledge”,and“three dimensional teaching goal:emotion,attitude,value”,and so on.The author points out that the ideal teaching should not be judged with external form,but depends on whether students can stimulate their thinking and participation.The teaching methods cannot be forced.The responsibility of education authorities lies in courses and curriculum,without too much interference in classroom teaching.

关 键 词：教学法 教学模式 讲授式 探究式 认识论 演绎推理 探索思维 教学目标 

分 类 号：G424[文化科学—课程与教学论]