批判性教學(xué)研究
發(fā)布時(shí)間：2018-10-05 13:59
【摘要】： 批判與教學(xué)的關(guān)系取決于批判與教育的關(guān)系。批判是教育的一種形態(tài),也是課程研究的重要領(lǐng)域和教師的一種重要素質(zhì)。就目前的研究實(shí)際而言,許多研究者都認(rèn)識(shí)到了批判在教育、教學(xué)中的重要性,但只是一些較為零散的看法,對(duì)什么是批判性教學(xué)并沒(méi)有明確的表達(dá),對(duì)其結(jié)構(gòu)、實(shí)施條件的研究也鮮為少見(jiàn),因而不能對(duì)教學(xué)實(shí)踐起到較好的指導(dǎo)作用。本論文主要在于澄清什么是批判性教學(xué),在此基礎(chǔ)上分析批判性教學(xué)的基本結(jié)構(gòu)、意義與功能,探尋實(shí)施批判性教學(xué)的條件。 文章從批判性教學(xué)的理論背景,包括批判性教育理論、課程理論、教師理論以及異化教學(xué)出發(fā),揭示批判性教學(xué)的含義和特點(diǎn),達(dá)到對(duì)批判性教學(xué)較為本真的認(rèn)識(shí)。在此基礎(chǔ)上,以教學(xué)結(jié)構(gòu)為工具研究批判性教學(xué)的結(jié)構(gòu),包括批判對(duì)象,即批判教學(xué)中的什么;批判者,即由誰(shuí)來(lái)批判;批判工具,即用什么來(lái)批判;批判模式,即怎樣批判。關(guān)于批判性教學(xué)的價(jià)值問(wèn)題,以批判性教學(xué)的特點(diǎn)為切入點(diǎn),將其與傳統(tǒng)教學(xué)、革新教學(xué)現(xiàn)實(shí)聯(lián)系其中,試圖表現(xiàn)其在揭示教學(xué)真相、解除教學(xué)遮蔽和增強(qiáng)批判力方面的意義與功能。對(duì)于批判性教學(xué)的實(shí)施條件,從教學(xué)觀念、教學(xué)資源以及教學(xué)主體的批判熱情、批判能力等方面展開討論。 批判性教學(xué)是以解放興趣為取向的教學(xué)形態(tài),它關(guān)心教學(xué)中師生作為人的存在價(jià)值,并以此為基點(diǎn)批判教學(xué)的異化,對(duì)教學(xué)進(jìn)行去蔽與解蔽,使教學(xué)回歸本真和使師生獲得解放。批判性教學(xué)具有合理性、社會(huì)性、去蔽性和真實(shí)性特點(diǎn)。作為一種教學(xué)形態(tài)當(dāng)然有其自身模式,批判性教學(xué)一般采取對(duì)話的方式,以提問(wèn)為方法圍繞主題多角度、分階段認(rèn)識(shí)事物,探尋問(wèn)題的答案,或否定或充實(shí)人們的已有看法,生成對(duì)問(wèn)題的新見(jiàn)解并將其創(chuàng)造性地應(yīng)用于生活實(shí)際。批判性教學(xué)有自身的意義和功能,能揭示教學(xué)真相、培養(yǎng)學(xué)生批判意識(shí),使師生獲得解放等。批判性教學(xué)思想只有在考慮其內(nèi)部條件和外部環(huán)境下才能付諸于實(shí)踐,內(nèi)部條件當(dāng)然離不開對(duì)教學(xué)各要素及其要素間關(guān)系的考慮,而外部條件主要在于教育目的的再認(rèn)識(shí)和教學(xué)觀念的轉(zhuǎn)變。
[Abstract]:The relationship between criticism and teaching depends on the relationship between criticism and education. Criticism is not only a form of education, but also an important field of curriculum research and an important quality of teachers. As far as the current research practice is concerned, many researchers have realized the importance of criticism in education and teaching, but it is only some scattered views, and there is no clear expression of what is critical teaching and its structure. The research of implementation conditions is rare, so it can not play a better guiding role in teaching practice. The main purpose of this paper is to clarify what is critical teaching, on the basis of which to analyze the basic structure, significance and function of critical teaching, and to explore the conditions for the implementation of critical teaching. Starting from the theoretical background of critical teaching, including critical education theory, curriculum theory, teacher theory and alienated teaching, this paper reveals the meaning and characteristics of critical teaching, and achieves a more authentic understanding of critical teaching. On this basis, the structure of critical teaching is studied with the teaching structure as the tool, including the critical object, that is, what in critical teaching; the critic, who criticizes; the critical tool, that is, what to criticize; the critical mode, that is, how to criticize. With regard to the value of critical teaching, this paper takes the characteristics of critical teaching as a breakthrough point, links it with traditional teaching, innovates teaching reality, and attempts to reveal the truth of teaching. The significance and function of lifting the shadow of teaching and enhancing the critical power. The implementation conditions of critical teaching are discussed in terms of teaching concept, teaching resources, critical enthusiasm of teaching subjects and critical ability. Critical teaching is a teaching form oriented on liberating interest. It is concerned about the existence value of teachers and students as human beings in teaching, and criticizes the alienation of teaching on this basis. Make the teaching return to the truth and free the teachers and students. Critical teaching has the characteristics of rationality, sociality, demoralization and authenticity. As a kind of teaching form, there is of course its own mode. Critical teaching generally adopts the way of dialogue, taking the question as the method around the subject and from many angles, recognizing things in stages, seeking answers to the questions, or negating or enriching people's existing views. Generate new insights into the problem and apply it creatively to the realities of life. Critical teaching has its own meaning and function, which can reveal the truth of teaching, cultivate students' critical consciousness, and make teachers and students free. The critical teaching thought can only be put into practice under the consideration of its internal conditions and external environment, and the internal conditions of course cannot be separated from the consideration of the relationship between the elements of teaching and their elements. The external conditions mainly lie in the re-understanding of educational purpose and the change of teaching concept.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G420
本文編號(hào)：2253665
[Abstract]:The relationship between criticism and teaching depends on the relationship between criticism and education. Criticism is not only a form of education, but also an important field of curriculum research and an important quality of teachers. As far as the current research practice is concerned, many researchers have realized the importance of criticism in education and teaching, but it is only some scattered views, and there is no clear expression of what is critical teaching and its structure. The research of implementation conditions is rare, so it can not play a better guiding role in teaching practice. The main purpose of this paper is to clarify what is critical teaching, on the basis of which to analyze the basic structure, significance and function of critical teaching, and to explore the conditions for the implementation of critical teaching. Starting from the theoretical background of critical teaching, including critical education theory, curriculum theory, teacher theory and alienated teaching, this paper reveals the meaning and characteristics of critical teaching, and achieves a more authentic understanding of critical teaching. On this basis, the structure of critical teaching is studied with the teaching structure as the tool, including the critical object, that is, what in critical teaching; the critic, who criticizes; the critical tool, that is, what to criticize; the critical mode, that is, how to criticize. With regard to the value of critical teaching, this paper takes the characteristics of critical teaching as a breakthrough point, links it with traditional teaching, innovates teaching reality, and attempts to reveal the truth of teaching. The significance and function of lifting the shadow of teaching and enhancing the critical power. The implementation conditions of critical teaching are discussed in terms of teaching concept, teaching resources, critical enthusiasm of teaching subjects and critical ability. Critical teaching is a teaching form oriented on liberating interest. It is concerned about the existence value of teachers and students as human beings in teaching, and criticizes the alienation of teaching on this basis. Make the teaching return to the truth and free the teachers and students. Critical teaching has the characteristics of rationality, sociality, demoralization and authenticity. As a kind of teaching form, there is of course its own mode. Critical teaching generally adopts the way of dialogue, taking the question as the method around the subject and from many angles, recognizing things in stages, seeking answers to the questions, or negating or enriching people's existing views. Generate new insights into the problem and apply it creatively to the realities of life. Critical teaching has its own meaning and function, which can reveal the truth of teaching, cultivate students' critical consciousness, and make teachers and students free. The critical teaching thought can only be put into practice under the consideration of its internal conditions and external environment, and the internal conditions of course cannot be separated from the consideration of the relationship between the elements of teaching and their elements. The external conditions mainly lie in the re-understanding of educational purpose and the change of teaching concept.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G420
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前1條
1 王后玉;游戲精神的回歸：幼兒園游戲異化現(xiàn)象的批判[D];西南大學(xué);2013年
，本文編號(hào)：2253665
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