自然主义教育时期直观教学思想的内在逻辑及其理论意义

On the Internal Logic and Theoretical Significance of the Direct Teaching Method in the Period of Naturalistic Education

VR、AR等新技术的出现为直观教学的实践与发展提供了技术支持和广阔前景。教学理论界始终把直观教学作为重要的教学原则之一。然而,当前对于直观教学理论的研究不足,导致教学实践存在诸多对"直观"误解、误用的现象。为此,回到直观教学的历史脉络之中,发掘其内在逻辑,确立理论意义尤为必要。直观教学思想萌芽于自然主义教育时期,是针对教学过程忽视感觉经验而提出的,感觉经验是教学认识活动的绝对基础;教学在培养思维的过程中使模糊的感觉印象向清晰的意识发展;形成语言是发音、形状、数目教学的根本目标,是意识形成的必要条件;直观教学强调回归知识的原型,以"可感觉、可经验"作为教学的前提和基础;在赋予感觉印象以意义的过程中,指向清晰意识的形成和发展;以学生意识构成的方式,实现对知识的领悟与理解。

The emergence of new technologies such as VR,AR etc.provides the technical support and broad prospects for the practice and development of direct teaching method.The theorists always regard direct teaching method as one of the important teaching principles.However,the lack of research on the theory of direct teaching method leads to the existence of many"intuitive"misunderstandings and misuse in teaching practice.Therefore,it is necessary to go back to the historical context of direct teaching method,to discover its internal logic and to establish the theoretical significance.The idea of direct teaching sprout in the period of naturalistic education,which is put forward in view of the neglect of experience in the process of teaching.And the feeling experience is the absolute basis of teaching cognitive activities.The vague sense develop into a clear consciousness in the process of cultivating thinking teaching