综论“新基础教育”课堂教学的三大基本原理

An Overview of the Three Basic Principles of“New Basic Education”Classroom Teaching

“新基础教育”研究的核心领域之一是课堂教学改革。30年来,该项目的教学思想持续受到实践界的认同,原因在于其在理论意义上阐明了三个教学原理:价值原理、要素原理和过程原理。教学价值原理从教育基本原理、实践本体论、时代论和知识论的意义上阐明了现代教学应实现知识与育人的双重价值,尤其是要培养主动、健康发展之人;同时,充分发挥学科育人价值在知识与育人内在统一上的中介作用。教学要素原理阐明了课堂教学应以教师、学生和内容作为三元素,恰当处理教与学的边界、彼此不可替代又互为前提与因素的关系;同时,强调教学的对象是学生的学习与自我教育状态,学习的对象是内容及其自身学习方式。教学过程原理重点在于处理好两个基本关系:一是纵向关系上,要处理好教学任务的分解及其过程化逻辑,尤其要处理抽象与具备、整体与局部以及学生认知学习(理解与内化、应用与迁移)的逻辑关系;二是在教与学的互动关系上,在教学启动环节注重学习策略的指导,在诊断环节注重学习状态的多维度诊断,在反馈环节注重引导学生的目光转向和意义生成。最后,无论从价值定位、教与学的互动质量还是过程设计角度看,“新基础教育”的课堂教学都是一种高质量的教学。

One of the core areas of the New Basic Education research is the reform of classroom teaching. Over the past 30 years, the teaching idea of the project has continued to be recognized by the practical community, because it has clarified three teaching principles in the theoretical sense: the principle of value, the principle of elements and the principle of process. The principle of teaching value expounds that modern teaching should realize the dual value of knowledge and education from the meaning of basic principle of education, practical ontology, historical epoch theory and knowledge theory, especially to cultivate the active and healthy development of people. At the same time, we should give full play to the mediating role of the value of discipline education in the internal unity of knowledge and education. The principle of teaching elements explains that classroom teaching should take teachers, students and content as three elements, and properly deal with the boundary of teaching and learning, and the relationship between each other is irreplaceable and mutual premise and factor. At the same time, it emphasizes that the object of teaching is students’ learning and self-education state, and the object of learning is the content and its own learning mode. The principle of teaching process focuses on dealing with two basic relations: First, in the vertical relationship, it is necessary to deal with the decomposition of teaching tasks and its procedural logic, especially the logical relations between abstract and possessing, whole and local, and students’ cognitive learning (understanding and internalization, application and transfer). Second, in terms of the interaction between teaching and learning, we should pay attention to the guidance of learning strategies in the teaching initiation link, the multi-dimensional diagnosis of learning state in the diagnosis link, and the direction of students’ eyes and the generation of meaning in the feedback link. Finally, this paper argues that the classroom teaching of NBE is a kind of high quality teaching from the perspective of value proposition, interaction quality of teaching and learning, and process design.