摘要
Reflecting on nearly half a century’s research on“effective teaching”,this essay attempts to arouse a lot of suspicion,including ambiguous definition of connotation,a false antithesis and the imbalance between teachers and students.Accordingly,this study further reveals hidden thinking obstacles,such as over-reliance on technical rationality,wrong inference and the separation of the dialectical relationship between teaching and learning.As a future research direction,the ideal teaching should focus on virtue rather than efficiency,giving consideration to effectiveness and responsibility.
近半个世纪以来的“有效教学”研究存在诸多可疑之处,包括内涵界说的模糊、对立面的虚假以及教与学的失衡;研究中隐藏着深层思维障碍,如过分依赖技术理性的力量、推论的错误和教学辩证关系的割裂等。作为一种研究方向的调整,理想的教学应该以道德为核心而不是以效率为核心,同时兼顾有效性和责任。
