教学能力培养:获得论的困境与生成论的实践

Teaching Capacity cultivation:Problems of Acquisition Theory and Practice of Enactivism

当代的能力培养反对能力获得,强调能力生成的培养机制,但传统教学能力获得论存在支撑"是什么"的概念体系混乱、"为什么"的理论解释落后、"如何得"的实践效能不高等问题。本文认为,教师顺利完成教学任务的心理特征是一种能力,而不仅是技能。教师教学能力既是一种心理知能,也是一种行为操作,更是一种文化情境。故此,应超越以行为主义和第一代认知科学为指导的课堂教学能力培养范式,以具有4E特征、情境认知与分布式认知特点的第二代认知理论为基础建构起更符合教育情境和能力生成的教师教学能力体系。这一体系由一般教育表达能力、教学传导与转化能力、教学反馈能力共同构成一个三边关系组合的能力统合体,其能力获得的实践策略为具象案例、迭代递进、混合学习、表现性评价。

Capacity cultivation in contemporary is against acquisition idea but for enactivism.But Problems of Traditional Acquisition Theory have the followings features:the concepts system disorder,out of date theory explanation,and ineffectivepractice.The thesis emphasizes that the mind traits that teacher complete teaching goal is a kind of capacity more than a skill.Teaching capacity is a kind of mind competency,behavior operation and culture situation.It should surpass the traditional class instruction competency paradigm which is directed by behaviorism and first cognition theory.The new teaching capacity should be built more suitable for educational situation and can be more enactive directed by the second cognition theory which has situational cognition features and 4 E traits.The capacity system made of general expression competency,teaching deliver and converse competency and instructional feedback competency is a three side competency interconnected system to fit for class instruction.The practical strategies are embodied detailed case,iteration process,blending learning and performance assessment.