教学论由传统向现代的演变

From Traditional to Modern: Transformation in Didactics

传统教学是以传授知识为目的 ,以学科课程为依归 ,在直观经验基础上通过归纳、演绎方式进行的教学模式。传统教学注意了教学的民主性和科学性 ,以传授知识、传递文化为目标 ,但并非主张知识的更新与发展。现代教学是应科技社会发展需要 ,经杜威、布鲁纳、赞可夫、马赫穆托夫等人建设 ,以主动探索发现的学习和不断发展知识、认识为特点的教学模式。现代教学的特点是 :以主动探索的实现和不断解决问题的活动来实现对知识由来和关系的把握 ,学生在教学认识活动中的主体作用日益增强 ,课程体系日益合理化 ,教学的教育性目标得以全面实现。近现代以来逐渐形成和壮大的民主思潮 ,是现代教学兴起和发展的社会、思想基础 ;近现代以来的科技发展 ,是现代教学形成和发展的方法论基础 ;现当代世界范围内的政治、经济和军事竞争 。

The traditional didactics sets as its target imparting knowledge,concentrates itself on courses and syllabi and resorts to teaching by means of direct experiential induction and deduction. Democratic and scientific though it is, it leaves little room for updating and improving knowledge. Modern didactics, however, in line with the need for social progress and established by Dewey, Bruno, et al., is characterized by discovery study and continual rejuvenation of knowledge. Accordingly, learners are expected to play a more important role in teaching; the course design is to be more rationalized; the goal for teaching is to be fully attained. The democratic ideas evolved since modern times have served as a social and ideological basis for the springing up and developing of modern didactics; the spurt in science and technology as the methodological basis. And the political, economic and military competitions all over the globe have served as the fundamental background for the gradual perfection of the modern didactics.