我们需要怎样的教学原则——教学原则研究的困惑与质疑

What Kinds of Teaching Principles Do We Need?——Some Confusion and Query about Teaching Principles

如果我们想通过教学原则达到规范教学活动的目的,使教学原则具有约束教学行为的能力,那么我们必须首先保证教学原则的确立者即是教学原则的真正践行者,或者说只有真正的教学践行者才有资格成为教学原则的确立者。教学原则是教学活动的规范,而规范永远不能成为教条,因为任何真正有效的规范,不仅有“法”的意义,更有其伦理的意蕴。教学理论研究者的工作不是去宣布一套套教学原则或者为某些教学原则做出所谓“理论上”的辩解或辩护,而应当深人到现实教学活动中去,帮助教师并与教师一起逐步制定和确立具有自身独特个性的教学原则,开发有效的教学策略,提高教学质量。

To fulfill the function of teaching principles as a regulator of teaching activities, we must guarantee that those who construct the teaching principles are just those who carry out the teaching principles. Teaching principles are rules rather than doctrines for effective principles not only have the meaning of law but also have the implication of morals. What the researchers of teaching theories should do is not to declare or theoretically defend the numerous teaching principles but to engage in the real teaching activities to help teachers set up their own teaching principles and improve the teaching quality.