論教學(xué)習(xí)慣
發(fā)布時(shí)間：2019-05-24 02:50
【摘要】：習(xí)慣無(wú)處不在,但人們往往認(rèn)為習(xí)慣的作用是積極的,有時(shí),甚至把習(xí)慣的養(yǎng)成作為成功的標(biāo)準(zhǔn)之一。這使得人們?nèi)菀缀鲆暳?xí)慣的負(fù)面影響,難以想到習(xí)慣還需要改變。教學(xué)習(xí)慣作為一種現(xiàn)實(shí)的存在,廣泛存在于教師的教學(xué)行為中,支配著教師的教學(xué)活動(dòng),但對(duì)教學(xué)習(xí)J慣的認(rèn)識(shí)也存在這樣的問(wèn)題。我們通過(guò)對(duì)教學(xué)習(xí)慣的批判,試圖揭示這種錯(cuò)誤的認(rèn)識(shí),進(jìn)而提出教學(xué)習(xí)慣不僅應(yīng)該不斷改變而且必須走向不確定性,以實(shí)現(xiàn)教學(xué)的自由。 教學(xué)習(xí)慣指一種教學(xué)實(shí)踐行為,它既具有歷史性,也客觀存在著時(shí)間性和空間性。教學(xué)習(xí)慣既具有習(xí)慣的一般特點(diǎn),也具有獨(dú)特性,而且每一位教師的教學(xué)習(xí)慣既具有共性也具有個(gè)體性,教學(xué)習(xí)慣的形成過(guò)程及其特性表明了教學(xué)習(xí)慣的多樣性。 教學(xué)習(xí)慣的存在受現(xiàn)實(shí)教育背景的影響,以應(yīng)試為口的的教育與以素質(zhì)為口的的教育的碰撞與融合,基礎(chǔ)教育改革的艱難推進(jìn)都對(duì)教學(xué)習(xí)J慣產(chǎn)生不同的影響。在這樣的大背景下,彌漫于教育活動(dòng)中的教學(xué)習(xí)慣,因?yàn)槿藗儗?duì)它的認(rèn)識(shí)模糊、片面、功利,使其成為教學(xué)的追求。但仔細(xì)分析教學(xué)習(xí)慣的背后,我們發(fā)現(xiàn)教學(xué)習(xí)慣的主體不是教師,而是社會(huì)支配階層,是權(quán)力與利益在推動(dòng)著教學(xué)習(xí)慣的形成。而教學(xué)習(xí)慣也引發(fā)出一系列的教學(xué)問(wèn)題,如教學(xué)本質(zhì)的迷失和教學(xué)控制的強(qiáng)化。 基于現(xiàn)實(shí)的掃視,我們認(rèn)為教學(xué)習(xí)慣其實(shí)并不像人們想象的那樣,積極推動(dòng)教學(xué),教學(xué)習(xí)慣的阻礙作用是隱性的,突出表現(xiàn)在成為基礎(chǔ)教育改革的障礙,表現(xiàn)為固守教學(xué)范式或教學(xué)范式的形式化,思維方式的簡(jiǎn)單化或二元對(duì)立,對(duì)各種權(quán)威的服從等；成為教師專業(yè)發(fā)展的阻抗,表現(xiàn)為遵循教育習(xí)俗,偏愛(ài)個(gè)體知識(shí),崇尚教學(xué)習(xí)慣的個(gè)人主義等；成為教育理論與實(shí)踐相結(jié)合的羈絆,表現(xiàn)為教學(xué)理論難以實(shí)踐化,教學(xué)實(shí)踐難以理論化；成為教學(xué)共同體形成的荊棘,表現(xiàn)為師生關(guān)系難以達(dá)成共識(shí),師生的共同愿景存在差異,教學(xué)對(duì)話與合作步履蹣跚,教學(xué)中存在著控制與自由的斗爭(zhēng)；成為教學(xué)理論本土化的阻隔,表現(xiàn)為對(duì)待外來(lái)理論的態(tài)度出現(xiàn)兩極分化,教學(xué)理論本土化缺乏創(chuàng)新性、反思性和適切性；成為教學(xué)創(chuàng)新的束縛,表現(xiàn)為傳統(tǒng)文化的約束,思維定勢(shì)的鉗制,教學(xué)權(quán)威的控制,安逸的教學(xué)生活的蠶食等。 教學(xué)習(xí)慣的種種現(xiàn)實(shí)表現(xiàn)及其消極的影響,使得我們開(kāi)始重新認(rèn)識(shí)并思索教學(xué)習(xí)慣,進(jìn)而提出,必須承認(rèn)并追尋教學(xué)習(xí)慣的不確定性,即教學(xué)習(xí)慣應(yīng)該處于不斷地形成與消解中,不斷變化。教學(xué)習(xí)慣的出現(xiàn)是一種必然,不隨人們的意志為轉(zhuǎn)移。而承認(rèn)并追尋教學(xué)習(xí)慣的不確定性也不是對(duì)教學(xué)習(xí)慣的否定,而是在肯定基礎(chǔ)上的完善。應(yīng)該承認(rèn)教學(xué)習(xí)慣具有不確定性,這是因?yàn)樯鐣?huì)發(fā)展及事物的變化具有復(fù)雜性；個(gè)體發(fā)展具有不可測(cè)性；教學(xué)本身充滿不確定性。因此,教學(xué)習(xí)慣應(yīng)該而且需要追求不確定性,其途徑包括：教學(xué)的生成性,即強(qiáng)調(diào)非線性的、不確定性的生成,使教學(xué)習(xí)慣意識(shí)到與現(xiàn)實(shí)的矛盾,從而走向不確定性,這需要改變教學(xué)思維習(xí)慣,教學(xué)設(shè)計(jì)留有空白,鼓勵(lì)質(zhì)疑加強(qiáng)對(duì)話,懸置自我等；營(yíng)造教學(xué)沖突,因?yàn)榻虒W(xué)沖突可以激活思維,消除前見(jiàn),暴露教學(xué)習(xí)慣的種種不適,而教學(xué)沖突的實(shí)現(xiàn)需要鼓勵(lì)教學(xué)異端,祛除教學(xué)的唯功利性,踐行教學(xué)對(duì)話,發(fā)展教學(xué)科研等；擔(dān)當(dāng)教學(xué)責(zé)任,因?yàn)榻虒W(xué)習(xí)慣易于淡化、縮小甚至推卸教學(xué)責(zé)任,而教學(xué)責(zé)任的實(shí)現(xiàn)需要具有教學(xué)責(zé)任意識(shí),教學(xué)責(zé)任感,教學(xué)責(zé)任能力,教學(xué)責(zé)任自律以及創(chuàng)造自由的教學(xué)條件和重審教學(xué)價(jià)值等。 教學(xué)自由是教學(xué)習(xí)慣追尋不確定性的必然結(jié)果,因?yàn)槿说陌l(fā)展和對(duì)未來(lái)的渴望也在呼喚著教學(xué)自由的實(shí)現(xiàn)。而只有實(shí)現(xiàn)了教學(xué)自由,教學(xué)習(xí)慣走向不確定性才會(huì)成為現(xiàn)實(shí),教學(xué)本真的實(shí)現(xiàn)才會(huì)成為現(xiàn)實(shí)。
[Abstract]:Habit is everywhere, but people tend to think that the role of a habit is positive, and sometimes even the form of a habit is one of the criteria for success. This makes it easy to ignore the negative effects of the habit, and it is difficult to think of the habits that need to be changed. As a real existence, the teaching habit is widely existed in the teaching behavior of the teacher, and the teaching activity of the teacher is controlled, but the problem is also existed in the cognition of the teaching and learning J. Through the criticism of the habit of teaching, we try to reveal the cognition of this error, and then put forward that the teaching habit should not only be changed constantly but also to the uncertainty, so as to realize the freedom of teaching. The practice of teaching is a kind of teaching practice. It is both historical and time-oriented and space. The teaching habits are both common and unique, and the teaching habits of each teacher are both common and self-employed, and the forming process and characteristics of the teaching habits show the diversity of the teaching habits. The existence of the teaching habit is influenced by the background of the real education, and the education of the entrance and the collision and fusion of the education with the quality as the mouth, the difficult advancement of the basic education reform is different to the teaching and learning J. Under such a great background, it is the teaching habit of the education activity, because people's understanding of it is vague, one-sided, and utilitarian, making it a teaching However, after careful analysis of the teaching habits, we find that the subject of the teaching practice is not a teacher, but the dominant class of the society, and it is the power and the benefit to promote the teaching practice The teaching practice also gives a series of teaching problems, such as the loss of teaching essence and the control of teaching On the basis of the reality-based saccade, we think that the teaching habits are not as positive as the people think, and the obstacle to the reform of the basic education is the main obstacle to the reform of the basic education. The formalization of the formula, the simplification of the mode of thinking or the dualism, the obedience to the various authority, etc., the impedance of the teacher's professional development, which is to follow the educational practice, to favor the individual knowledge, to advocate the individualism of the teaching habit, etc.; to become the educational theory and the practical phase The teaching theory is hard to practice, and the teaching practice is hard to be theoretical; it becomes a thorn in the teaching community, which is a thorn in the teaching community, which is characterized in that the teacher-student relationship is difficult to reach a consensus, the common vision of the teachers and students is different, the teaching dialogue and the cooperation step are faltering, and the control and the teaching are in the teaching The struggle of freedom is a barrier to the localization of the teaching theory, which is characterized by the two polarization of the attitude towards the foreign theory, the lack of creativity, the reflection and the relevance in the localization of the teaching theory, the restriction of the teaching innovation, the restriction of the traditional culture, the clamping of the thinking and the teaching and the teaching. An authoritative, controlled, comfortable teaching student. The reality of teaching habits and their negative effects make us to re-recognize and think of the habit of teaching, and then put forward that the uncertainty of teaching habits must be recognized and pursued, that is, the habit of teaching should be in the form of continuous formation and elimination. The emergence of the habit of teaching is a kind of necessity and no one The determination of the habit of teaching is not a negative of the habit of teaching, but in Ken. On the basis of the perfection of the foundation, it should be recognized that the teaching habits are uncertain, because the social development and the change of the things have the complexity; the individual development is not measurable; the teaching book The body is full of uncertainty. Therefore, the teaching habit should and need to pursue the uncertainty, its approach includes: the generation of teaching, that is, the generation of non-linearity and the uncertainty, so that the teaching habit is aware of the contradiction with the reality, thus leading to the uncertainty, which needs to be changed To change the thinking habit of teaching, leave a blank in the design of teaching, to encourage the question of strengthening the dialogue, the suspension of the self, etc.; to create the teaching conflict, because the teaching conflict can activate the thinking, eliminate the problems before and expose the teaching habits, and the realization of the teaching conflict needs to encourage the teaching of different ends and dispel The utility of teaching is to practice the teaching dialogue and to develop the teaching and scientific research, etc., as the teaching responsibility, because the teaching habits are easy to play down, reduce or even push the teaching responsibility, and the realization of the teaching responsibility needs to have the consciousness of teaching responsibility and the sense of responsibility. , the ability of teaching responsibility, the self-discipline of teaching responsibility, and the teaching conditions for the creation of freedom. The teaching freedom is the inevitable result of the pursuit of the uncertainty of the teaching habit, because of the development of the human and the longing for the future The realization of teaching freedom is called. Only the realization of the teaching freedom, the trend of the teaching habit to the uncertainty will become the reality, and the teaching is true.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G424
[Abstract]:Habit is everywhere, but people tend to think that the role of a habit is positive, and sometimes even the form of a habit is one of the criteria for success. This makes it easy to ignore the negative effects of the habit, and it is difficult to think of the habits that need to be changed. As a real existence, the teaching habit is widely existed in the teaching behavior of the teacher, and the teaching activity of the teacher is controlled, but the problem is also existed in the cognition of the teaching and learning J. Through the criticism of the habit of teaching, we try to reveal the cognition of this error, and then put forward that the teaching habit should not only be changed constantly but also to the uncertainty, so as to realize the freedom of teaching. The practice of teaching is a kind of teaching practice. It is both historical and time-oriented and space. The teaching habits are both common and unique, and the teaching habits of each teacher are both common and self-employed, and the forming process and characteristics of the teaching habits show the diversity of the teaching habits. The existence of the teaching habit is influenced by the background of the real education, and the education of the entrance and the collision and fusion of the education with the quality as the mouth, the difficult advancement of the basic education reform is different to the teaching and learning J. Under such a great background, it is the teaching habit of the education activity, because people's understanding of it is vague, one-sided, and utilitarian, making it a teaching However, after careful analysis of the teaching habits, we find that the subject of the teaching practice is not a teacher, but the dominant class of the society, and it is the power and the benefit to promote the teaching practice The teaching practice also gives a series of teaching problems, such as the loss of teaching essence and the control of teaching On the basis of the reality-based saccade, we think that the teaching habits are not as positive as the people think, and the obstacle to the reform of the basic education is the main obstacle to the reform of the basic education. The formalization of the formula, the simplification of the mode of thinking or the dualism, the obedience to the various authority, etc., the impedance of the teacher's professional development, which is to follow the educational practice, to favor the individual knowledge, to advocate the individualism of the teaching habit, etc.; to become the educational theory and the practical phase The teaching theory is hard to practice, and the teaching practice is hard to be theoretical; it becomes a thorn in the teaching community, which is a thorn in the teaching community, which is characterized in that the teacher-student relationship is difficult to reach a consensus, the common vision of the teachers and students is different, the teaching dialogue and the cooperation step are faltering, and the control and the teaching are in the teaching The struggle of freedom is a barrier to the localization of the teaching theory, which is characterized by the two polarization of the attitude towards the foreign theory, the lack of creativity, the reflection and the relevance in the localization of the teaching theory, the restriction of the teaching innovation, the restriction of the traditional culture, the clamping of the thinking and the teaching and the teaching. An authoritative, controlled, comfortable teaching student. The reality of teaching habits and their negative effects make us to re-recognize and think of the habit of teaching, and then put forward that the uncertainty of teaching habits must be recognized and pursued, that is, the habit of teaching should be in the form of continuous formation and elimination. The emergence of the habit of teaching is a kind of necessity and no one The determination of the habit of teaching is not a negative of the habit of teaching, but in Ken. On the basis of the perfection of the foundation, it should be recognized that the teaching habits are uncertain, because the social development and the change of the things have the complexity; the individual development is not measurable; the teaching book The body is full of uncertainty. Therefore, the teaching habit should and need to pursue the uncertainty, its approach includes: the generation of teaching, that is, the generation of non-linearity and the uncertainty, so that the teaching habit is aware of the contradiction with the reality, thus leading to the uncertainty, which needs to be changed To change the thinking habit of teaching, leave a blank in the design of teaching, to encourage the question of strengthening the dialogue, the suspension of the self, etc.; to create the teaching conflict, because the teaching conflict can activate the thinking, eliminate the problems before and expose the teaching habits, and the realization of the teaching conflict needs to encourage the teaching of different ends and dispel The utility of teaching is to practice the teaching dialogue and to develop the teaching and scientific research, etc., as the teaching responsibility, because the teaching habits are easy to play down, reduce or even push the teaching responsibility, and the realization of the teaching responsibility needs to have the consciousness of teaching responsibility and the sense of responsibility. , the ability of teaching responsibility, the self-discipline of teaching responsibility, and the teaching conditions for the creation of freedom. The teaching freedom is the inevitable result of the pursuit of the uncertainty of the teaching habit, because of the development of the human and the longing for the future The realization of teaching freedom is called. Only the realization of the teaching freedom, the trend of the teaching habit to the uncertainty will become the reality, and the teaching is true.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G424
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