教学临界阈研究:从外条件的思考到内问题的探索

A Study of Teaching Boundary: From Reflection on Its External Conditions to Exploration of Its Internal Problems

教学临界阈是指教学活动的影响到了一定量的界限就会使其课堂活动主体的学习从一种状态转化为另一种状态的关键区间。教学临界阈研究是探究和揭示有效教学问题的关键,也是我们对该问题从外条件研究到内问题探讨的转折点,还是我们验证诸如超额学习、"最近发展区"和语言输入假设理论等领域的核心工作。这些内问题的探讨主要包括学习者的学习负荷量究竟多少才能引起学习临界点的出现,影响教学从量变到质变转化的关键因素是什么,教学临界阈的产生能否促使学习者知而达智,行而致能。教学临界阈研究可从人类工效学、知识生态学和博弈论等多个视角切入,时间、空间、群体和影响程度等质变临界点为探究的基本范畴,从理论建构和实践验证的思路和方法深入对其内问题的探究。

Teaching boundary refers to the key stages on which the learning of the students in the classroom will shift from one state to another,when the influence of teaching activities expands to a certain point.The study of teaching boundary is a key aspect to the exploration and revelation of the issue of effective teaching,it is also the turning point for the study and discussion of the issue to be shifted from focusing on its external conditions to focusing on its internal problems,and it is also the main task for us to verify the theories in such theoretical fields as extra learning,the closest development zone,and the language input hypothesis.The discussion of these internal issues mainly lies in：how much workload should learners be given to illicit the teaching boundary;what is the key factor that causes in teaching a change from quantity to quality;whether or not the appearance of teaching boundary can cause learners to change from learning to intellect,from practicing to capability.The study of teaching boundary is supposed to be conducted,from the perspectives of human productivity,knowledge ecology,chess-playing theory,with such bordering points for a quality change as time,space,group,and the extent of influence being its basic spheres,and with the profound study of its internal issues in the same way as what is exercised in theoretical construction,practical verification.