从学生发展的角度理解“教”与“学”——评陈佑清教授《教学论新编》

Understanding of Teaching and Learning From a Perspective of Student Development:A Review on New Teaching and Learning Theory

教学与发展是教学论研究的核心问题之一,是教学论理论研究的一个制高点。《教学论新编》一书从"教"与"学"这两种不同活动的性质与功能入手建构起了发展性教学体系。书中指出,"教"是学生"学"的条件性活动,"学"是教师"教"的目的性活动。依据对象的不同,学生的"学"可以分为知识(符号)学习、操作学习、交往学习、反思学习、观察学习、实践学习。依据功能的不同,教师的"教"可以分为设计教学目标、重组和开发课程资源、选择教学组织形式、管理学习过程、激发与调动学习主体性、促进学习过程有效开展、评价学习结果。《教学论新编》一书对我们理解"教"与"学"的关系、学生学习的特性及教师在学生学习中的地位有着重要的启发意义。

The relationship between teaching and student’s development is a core problem and commanding height in the research of instruction theory. The book, New Teaching and Learning Theory, constructs a systemic developmental instruction theory in the view of different characteristics and functions of teaching and learning. It points out that teaching is an activity as a mean of student’s learning and learning is an activity as an object of teaching. Based on the various learning targets, it divides learning into symbolic learning, operation learning, communication learning, introspection learning, observation learning and practice learning. And it divides teaching into different categories from the aspect of function, including designing teaching objectives, curriculum development, choosing teaching organization, learning process management, stimulating learning initiatives, improving the effectiveness of learning process and evaluating learning results. The book can deepen our understanding of the relationship between teaching and learning, characteristics of student’s learning and the role teacher plays in learning.