课堂教学技术化的价值悖论及其超越

The Value Paradox and Transcend of Classroom Teaching Technicalization

伴随着信息社会的到来以及教学改革过程中对高效课堂的盲目追求,很多课堂教学呈现出技术化倾向。实际的课堂教学中,教学技术化可以细分为器物形态、工艺形态和智能形态三个维度,每种形态的技术化又因其维度差异呈现出不同的价值悖论表征。课堂教学技术化的价值悖论将技术置于一种尴尬境地,教学活动中的师生主体不但没有因为技术的使用获得应有的解放,反而陷入被技术控制的状态。技术化不仅导致教学本身的异化,而且进一步造成教学中人的异化,背离了教学的育人初衷。要超越当下课堂教学技术化的价值悖论,必须在技术更新的基础上完成技术观的转变,即在理性认识技术、反思技术化倾向的同时,发挥制度的规约和保障作用。

Along with the rising of information society and blind pursuit of effective classroom teaching during teaching reform, classroom teaching becomes technical.In classroom teaching,technical teaching is divided into utensils form,technology form and intelligence form,where each form displays diverse value paradox characteristics because of different dimensions.The value paradox of classroom teaching technicalization makes technology embarrassed,where teachers and students in teaching not only didn＇t get liberated benefited from the implementation of technology,but also controlled by technology.The result is not only the alienation of teaching itself, but also the alienation of teachers and students, serious departing from the original educational function of teaching.To transcend the current value paradox of classroom teaching technicalization,the view of technology transform based on technology updating is request,that is ,the system＂ govern and guarantee function should be developed and at the same time we should treat technology with rationality and rethink technicalization.