课堂教学过程再认识:功夫重在论外

The Re-exploration of Classroom Instruction Process:Efforts beyond Opinions

课堂教学改革研究目前已进入到重建的新阶段,出现了观点纷呈、争论不绝和模式迭出的新局面。研究的进一步推进,需要梳理并透过已有认识的分歧,进入到对教学过程两个前提性问题的再认识:对教学活动性质的特殊性,构成要素及其相互关系的再认识,进而对教学过程展开中必然涉及的"预设与生成"的关系作出动态整合性的再认识。为此,研究者的功夫不要重在提出新论点上,而需放在"清"全局之"思",对自己的认识作出反思,在理论与实践结合的意义上深化研究,进而形成在再认识基础上的系统新认识。

Recent research on the reform of classroom instruction has advanced into a reconstruction period. A new situation with various opinions and numerous modes has emerged. Through the wide diversity of opinions, there are two premises needed to be sorted out and analyzed to make further research. They are the distinctiveness and the elements of instruction＇s nature, and their interrelationships. Only based on the new recognition of these two premises can the relationship between pre-design and generation of instruction process be newly recognized. For this purpose, researchers should put greater efforts into fields beyond only putting forward new viewpoints. That means to clear and reflect our own opinions, to deepen the research on the coordination of theory and practice, to draw a new systematic understanding based on re-exploration.