教学临界阈研究的问题与思路

Issues and Thinking on Critical Threshold in Instruction

教学临界阈研究是探究和揭示教学有效性内在本质及其规律的关键,是我们对有效教学问题从外条件研究到内问题探讨的转折点。这些内问题的探讨主要包括学习者的有效学习量究竟是多少才能引起学习临界点的出现,影响教学从量变到质变的关键因素是什么,教学临界阈的产生能否促使学习者知而达智、行而致能。超额学习、掌握学习、语言输入理论、结构方程模式等成果为教学临界阈的研究奠定了基础,人类工效学、知识生态学和博弈论更是为教学临界阈研究提供了多元视角。时间、空间、群体和影响程度等质变临界阈的存在意味着教学临界阈研究有着不同的研究思路,而具体内容学习变化的曲线则是判断教学临界阈的基本依据。通过变量干预而改变教学临界状态是研究有效教学的一个新的切入点。

The study on critical threshold in instruction is the key to explore and reveal the intrinsic nature and rule in instructional effectiveness. The study is the turning point to probe into effective instruction from external conditions to internal issues. These inquiries of these internal issues include how learners＇ effective quantity of learning can give rise to the appearance of critical point, what key factors which influence instruction are from quantitative change to qualitative change, if the appearance of critical threshold in instruction can actuate learners turning knowledge to intelligence and turning practice to ability. The research achievements in overlearning, mastery learning, language input hypothesis, Structural Equation Modeling （SEM） lay the foundation on the study of critical threshold in instruction. It provides us with multiple perspectives from Engineering of Human Factors, Knowledge Ecology, Game Theory for the study of critical threshold in instruction. The critical point of qualitative change in time, space, group, and influence means there are different trains of thought in this study. The change curves of concrete content !earning are the basic accordance to estimate critical threshold in instruction. It is a breakthrough point to study effective instruction in which changing critical states in instruction by intervening variable.