克拉夫基教学论分析与杜威教材心理化的比较研究

Comparative Analysis Between Klafki’s Didaktik Analysis andDewey s Psychologizing of Subject Matter

教师对教学内容的理解与处理能力是教师专业能力的核心,直接决定着教学质量与效果。克拉夫基和杜威是较早对教师理解与处理教学内容能力进行专门且系统探讨的教育研究者,并分别提出了“教学论分析”和“教材心理化”理论,奠定了该领域研究的先河,至今仍具有广泛且深刻的启示与借鉴价值。“教学论分析”和“教材心理化”都认为教材和儿童是相互联系的统一整体,教师是实现其紧密联系的最关键因素。不过,二者在哲学基础、操作性程度以及发展境遇方面也存在一些差异。在当前国家大力提倡与发展教师专业能力的背景下,应该积极借鉴“教学论分析”和“教材心理化”的相关理论,注重增强儿童与教材之间的紧密联系,兼顾教材逻辑性与心理性的统一,以及增加教师教材处理能力方面的培养力度等。

Teachers’ ability to understand and deal with teaching contents is the core of teachers professional ability,which directly determines the quality and effect of teachers teaching.Klafki and Dewey are the early educators who have made a special and systematic study on teachers ability to understand and deal with teaching contents.They put forward the theories of“didaktik analysis”and“psychologizing of subject matter”respectively,which lays the foundation for the research in this field,and still has extensive and deep enlightenment and reference value.Both“didaktik analysis”and“psychologizing of subject matter”hold that teaching materials and children are interrelated and unified,and teachers are the most critical factor to realize their close connection.However,there are some differences between them in philosophical basis,operational degree and development situation.Under the background of China s vigorous promotion and development of teachers professional ability,it is necessary to actively draw lessons from the theories of“didaktik analysis”and“psychologizing of subject matter”,pay attention to strengthening the close connection between children and teaching materials,give consideration to the unity of logic and psychology of teaching materials,and increase the training of teachers teaching material processing ability.