论鼓励式教学向成就式教学的转变  

On the Transformation from Encouragement-type Teaching to AchievementorientedTeaching

作　　者：孟勐 MENG Meng(Tsinghua University,Beijing 100142)

机构地区：[1]清华大学美术学院社会美育研究所,100142

出　　处：《教育科学研究》2023年第4期79-84,共6页Educational Science Research

摘　　要：鼓励作为一种由来已久的教学方法,在信息化程度日益加深的今天已逐渐显露疲态。当前,鼓励式教学主要陷入两方面的困境:第一,教师对鼓励的认知趋于工具化,运用趋于模式化,致使学生对鼓励式教学的认同感减弱;第二,鼓励式教学的真实性失准,学生对于先前被神圣化的教育产生了抵抗心态。在信息社会中,由于学生获取信息的能力空前增强,学生开始具备自主发现兴趣方向、检索有用信息、推进研究过程,并最终获得成就化的学习成果的能力,这使学生对激励的需求从外部索取逐渐转向自我生成。基于这种改变,成就式教学作为一种更加真实的教育与评价机制,开始部分取代原有的鼓励式教学。在可预见的范围内,二者将互为表里,共同构建新的课堂形态。Encouragement-type teaching has existed for a long time.However,its effect has gradually become weak as the degree of informatization is getting higher and higher.At present,encouragement-type teaching is trapped in two dilemmas.First,as teachers tend to instrumentalize encouragement and apply encouragement as a teaching pattern,students’identification with encouragement-type teaching has weakened.Second,as encouragementtype teaching lacks authenticity,students have developed a resistance mentality to the sanctified education.In the current information society,students have an unprecedented ability to obtain information,independently discover their interests,retrieve useful information,promote the research process,and finally achieve productive learning results.Because of this,students meet their needs for motivation gradually by self-generation instead of getting it from the outside.Based on this change,achievement-oriented teaching,a more realistic education and evaluation mechanism,is starting to replace the original encouragement-type teaching to a certain degree.For the foreseeable future,they will complement each other,working together to build a new classroom form.

关 键 词：鼓励式教学 表扬 成就动因 教育情境 成就式教学 

分 类 号：G424[文化科学—课程与教学论]