教学概念的形成及意义

Formation and Meaning of "Jiaoxue"

教学概念在教育学理论体系中占据着核心地位。我国学者所阐明的、目前在国内通行的教学概念,具有清晰的内涵和明确的外延,能够合理而充分地解释、说明、指导教学这种复杂的人类活动。这一概念的形成与科学化,走的是一条国际化的道路,它继承了中国古代教育中"教"与"学"统一的思想,吸收了西方关于教学的科学研究成果,借鉴了苏联教育学关于教学概念的阐释。教学概念的核心精神即在"教学"中"教"与"学"是统一的,只有理论研究或实践中着力有所侧重的情况,不存在"分"或"合"的问题,一旦真的"分开",则教学就消失,就不复存在。在今天的教学实践与改革中,存在着一些令人担心的现象,如在提倡学生的能动性时经常会贬低甚至无视教师主导的必然性;孤立、人为、贴标签式地进行情感、态度、价值观教育;将学生的个人体验与经历神圣化,主张课堂上学生自我理解、自我解读;等等,其思想和理论根源,几乎都与对教学概念认识与理解的偏差有关。我国学者自己形成和建立的教学概念,不仅吸收了西方的研究成果,也与自己先人的思想一脉相承,发扬了整体辩证思维的民族传统优势,有着相当的科学性与合理性,可以说,补充了乃至超越了西方一些至今将"教"与"学"分而治之的研究,能够比较好地说明、解释和指导教学。

The concept of ＂jiaoxue＂ （teaching-and-learning） takes a central place in the system of educational theory. This concept, which is elaborated by Chinese scholars and applied in mainland educational practice, has clearly-defined content and boundary. It is able to explain and guide complicated pedagogical activities reasonably and sufficiently. The formation and meaning of the concept follows an international way of development. It also inherits traditional Chinese idea of unifying ＂teaching＂ and ＂learning＂, while at the same time absorbs Western scientific research findings and learns from the pattern of the former Soviet Union. It is under this background that the present teaching-and-learning system has come into being. Apparently, the essence of the concept lies in the unification of ＂teaching＂ and ＂learning＂. But there are some phe- nomena in today＇s pedagogical practice and reform that make us concerned. For example, when people advocate the importance of students＇ creativity, they often depreciate or even neglect the necessity of teacher＇s leading role; they sometimes even hold an isolated, man- manipulated, labeled emotional, attitudinal and moral education; they sanctify students＇ personal experience and promote students＇ personal understanding and comprehension in class. The present paper proposes to avoid these drawbacks, and value and cherish our traditional legacy while learning from the West.