“先学后教”论可以休矣

A Critical Review of the Paradigm“Learning Before Teaching”

“先学后教”是近年来一种流行的教育主张。“先学”的思想早已有之,在今天“学生中心”、“以人为本”等理念的加持下,“先学”被提升到与“教”并列甚至更高的位置。但中小学生的自主学习能力有限,在强调“学”的同时又忽视教师指导的情况下,“先学”的效果难言乐观。同时,“教”必须伴随着“学”同时发生,不存在单独的“教”,自然也就不存在“后教”,且很多知识的“教”,并不需要有“先学”作为铺垫。教和学应该是统一活动,这种统一对于那些基础性、技能性的知识教学来说显得尤为困难。要实现这种统一,需要教师艺术化地引领学生的思维,让学生摆脱死记硬背、机械刷题的困境,做到以教促学。

“Learning before teaching”has become a popular educational concept in recent years.The idea of“learning first”has long existed,and with the support of concepts like“student centered”and“people oriented”,“learning first”has been elevated to a position equal to or even higher than“teaching”.However,the self learning abilities of primary and secondary school students are limited.Emphasizing“learning”while neglecting teacher guidance makes the effectiveness of“learning first”questionable.Additionally,“teaching”must occur simultaneously with“learning”;there is no such thing as“teaching later”in isolation.Many aspects of“teaching”do not require“learning first”as a prerequisite.Teaching and learning should be unified activities,which is particularly challenging for foundational and skill based knowledge instruction.To achieve this unity,teachers need to artistically guide students’thinking,helping them escape the pitfalls of rote memorization and mechanical problem solving,thereby promoting learning through teaching.