有效教学的中国模式--从因材施教到生本教育

Effective Teaching Chinese Model: From Individualized Teaching to Student-oriented Education

目前,"有效教学"于教坛之火爆,真正是无以复加。无论是教育、教学,还是教研、教改,言必称"有效",否则就没有市场,甚至没有听众、没有读者。人云:"有效教学理念产生于西方,上世纪80年代才传入我国。"确否?文章根据中国教育史上的重要文献和重大事件,厘清了中国教育史上"有效教学"的历程,提出了有效教学的中国模式,即渊源——孔子的因材施教思想(包括战国后期的荀子、北宋的程颐、南宋的张敬夫和朱熹、晚清郑观应的拓展与归纳)、复兴——韩愈的传道授业解惑理论、升华——陶行知的生活教育理论、新枝——郭思乐的生本教育理论。它们不仅是一脉相承的、而且是逐步递进的、符合时代要求的"有效教学"的系统理论。

At present, the effective teaching is the most popular way. Whether education, teaching, or teaching research, teaching reform, we must stress effective teaching, otherwise there is no market, even no audience, no readers. It was said that the concept of effective teaching originated in the West and wasn＇t introduced into China until the last century 80＇s. Was it right？ Based on the important documents and events in the history of Chinese education, the article clarified the course of effective teaching in Chinese education history and put forward the Chinese model of effective teaching, namely the origin, （Confucius＇individualized teaching ideology, including expansion and induction by Xunzi in the late Warring States Period, Cheng Yi in the Northern Song Dynasty, Zhang Jingfn and Zhu Xi in the Southern Song Dynasty, Zheng Guanying in the late Qing Dynasty）, renaissance （Han Yu＇s theory of propagating the doctrine imparting professional knowledge, and resolving doubts）, sublimation （Tao Xingzhi＇s life education theory）, new branch （Guo Sile＇s Student -oriented Educational Theory）. They are not only the same strain, but also progressive effective teaching system theory, which keeps in line with the requirements of the times.