告知与设境催生:两种教法认识观的教学论图式  

The Informing and Explanatory Teaching Method and the Situational Teaching Method:The Epistemology of Two Kinds of Teaching Method

作　　者：范兆雄 Fan Zhaoxiong(School of Education,Lingnan Normal University,Zhanjiang Guangdong 524048,China)

机构地区：[1]岭南师范学院教育科学学院,湛江524048

出　　处：《课程．教材．教法》2022年第11期106-112,共7页Curriculum，Teaching Material and Method

基　　金：广东省哲学社会科学规划学科共建项目“基于问题探究的教师教育实践共同体建构”(GD18XJY33)。

摘　　要：告知与设境催生是两种最基本的教法认识观。告知教法观根据文化知识迭代传承的特征,将教学理解为知识传输的过程。它有助于学生快速掌握知识。设境催生教法观设想知识是主体在特定情境中不断建构的,遵循科学知识生产的逻辑,创设问题探究情境,让学生复演知识生产的过程,培养学生思考问题的习惯和创造新知识的能力。这两种教法观分别适应不同的教学评价标准。The informing and explanatory teaching method and the situational teaching method are two basic views of teaching method epistemology.The informing and explanatory teaching method understands teaching and learning as a process of knowledge transfer based on the inheritance of cultural knowledge and helps students to acquire knowledge quickly.On the other hand,the situational teaching method assumes that knowledge is constantly constructed by the subject in a particular situation.Following the logic of scientific knowledge production,problematic inquiry situations are created to allow students to review the process of knowledge production and to develop the habit of thinking about problems and the ability to create new knowledge.These two kinds of teaching methods have been adapted to different teaching goals and evaluation standards.

关 键 词：教学方法 告知教法 设境催生教法 教法认识观 

分 类 号：G42[文化科学—课程与教学论]