控制论教学观的生态学范式转换

Bionomic Paradigm Transformation of Cybernetic Teaching View

现代教学观的主导范式突出地表现为控制论的信息反馈流程,这对教学过程的精确化理解具有重要的合理性。然而,教学过程的主体性要求更多地强调以教学内容为载体的主体际交往实践,这是控制论教学观范式的内在缺失。生态学范式的教学观从整体主义、有机论和教学对象的主体性维度实现了问题的解决,生态学范式的教学观要求教学轴心从教学过程转向教学对象,并形成教学的最终归宿、整体统领和有机整合的主导原则。

The dominating paradigm of modem teaching view presents itself mainly by the cybernetic information feedback process, which is very reasonable for the exact understanding of teaching process. However, the needs of subjectivity of teaching process attach more importance to the subjective communication practice based on teaching contents, which is an inner deficiency of cybernetic teaching paradigm.From the perspective of totality, organic view and the subjectivity of teaching object, the cybernetic paradigm teaching view solved these problems. The cybernetic paradigm teaching view asks the teaching emphasis to switch from teaching process to teaching object, and to form a leading principle of the final result, general demand and organic conformity of teaching.