教学即“讲理”——兼论变异教学理论在教学中的运用

Teaching Is to“Present Reasons”:Application of Variation Theory in Teaching

教学论的探索历史表明,一切教学改革都致力于更好地"讲理"。"讲理"是教学的存在方式,是良善而道德的教学方式。"讲理"既指揭示文字符号背后所隐含的深刻道理、揭示知识所内蕴的人类发现知识的活动方式,也指教学中以平等平和的态度去"讲理"的方式。教学就是要以"讲理"的态度和方式来讲"理"。只有"讲理",才能从根本上解决照本宣科、死记硬背的不良现象,只有"讲理",才能真正帮助学生建立起与知识的意义联系,使学生能够以"理"驭"事"、以"简"驭"繁"、"举一反三"、"闻一知十",在科学而人文的、理智而艺术的氛围中实现学生个性的全面发展。

The exploration of teaching theory in history shows that all teaching reforms were committed to better present ＂reasons＂. By presenting reasons, teaching could exist and be good and moral. Presenting reasons not only means revealing profound principles hidden behind symbols and bringing to light the approaches of discovery implicit in knowledge, hut also refers to the ways of presenting reasons with an equal and mild attitude. Teaching means to present the knowledge with the attitudes adopted when presenting reasons. Only by presenting reasons, can we fundamentally solve the problem of emphasizing learning with repeating and memorizing and help students build meaningful relations to the knowledge, so that they can master knowledge by understanding reasons, understand complicated knowledge in a simplified manner, make inferences by analogy, judge the whole from the part, and get holistic development in a scientific and humanistic and rational and artistic atmosphere.