从启发教学到兴发教学:中国教学改革的三个传统  

From Heuristic Instruction to Inspiring Instruction:Three Traditions of China's Instructional Reform

作　　者：刘良华[1] LIU Lianghua(Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《全球教育展望》2025年第1期25-35,共11页Global Education

基　　金：2022年度国家社会科学基金教育学重大课题“新时代高质量教师教育体系建设及师资供需配给研究”(项目编号:VFA220007)的阶段性研究成果。

摘　　要：中国教学改革在先秦时期已经开发出三个重要传统:一是启发教学,强调“不愤不启,不悱不发”;二是时习教学或笃行教学,强调“学而时习之”和“学问思辨行”;三是兴发教学,强调“兴于《诗》,立于礼,成于乐”。启发教学的基本策略是先学后教;时习教学的基本策略是先知后行;兴发教学的基本策略是先兴后教(因材施教)。由于启发教学和时习教学也有兴发的效应,广义的兴发教学包含了启发教学、时习教学和情感兴发,而狭义的兴发教学主要指向情感兴发。与三个传统对应的是三个关系和三个主张:启发教学重视学思关系,倡导学思结合;时习教学重视知行关系,倡导知行合一;兴发教学重视情理关系,倡导情知结合和因材施教,其核心精神是激发人的主体性,把生命发展的主动权还给学生,以此兴起和引发学生求知热情。这三个教学传统正是中国儒学尤其心学一派的基本主张。孔子较早地倡导这三个传统,孟子为之提供了新的解释。遗憾的是,后人普遍重视启发教学、误解时习教学而忽视兴发教学,并由此呈现出以“朱陆之争”为典型的学派之争。China's instructional reform developed three important traditions in the Pre-Qin period.The first is heuristic instruction,which emphasizes“without effort,there is no guidance;without inquiry,there is no teaching”.The second is the practice-based learning,emphasizing the importance of“learning while practicing at the appropriate time”and“learning,questioning,thinking,debating,and practicing”.The third is inspiring instruction,emphasizing“inspiring by poetry,standing by ceremony,and achieving success by interest”.The basic approach of heuristic instruction is learning before teaching.The basic approach of practice-based instruction is practicing after learning.The basic approach of inspiring instruction is inspiring before teaching(teaching students according to their aptitude).Because heuristic instruction and practice-based learning also have inspiring effects,the broad definition of inspiring instruction encompasses both of them,as well as emotional engagement,while the narrow definition of inspiring instruction focuses specifically on emotional engagement.Each of the three instructional traditions corresponds to a distinct relationship and a guiding proposition:heuristic instruction emphasizes the relationship and combination of learning and thinking;practice-based learning emphasizes the relationship and combination of knowledge and practice;and inspiring instruction emphasizes the relationship and combination of knowledge and emotion.The core idea of inspiring instruction is to activate students'subjectivity,return to them the initiative in their personal development,and spark their enthusiasm for seeking knowledge.These three instructional traditions form the core principles of Chinese Confucianism,especially the School of Mind.Confucius was an early advocate of these traditions,and Mencius provided a new explanation for them.Unfortunately,later generations have generally focused on heuristic instruction,but misinterpreted practice-based learning,and neglected inspiring instruction.This led

关 键 词：启发教学 兴发教学 时习教学 情感教育 

分 类 号：G420[文化科学—课程与教学论]