范型-言说":后进生转化教学策略的逻辑发展

Paradigm-Speech: Logical Development of Instruction Strategy in Transforming Studentswith Learning and Behaviour Problems

"范型-言说"是后进生转化教学策略的逻辑发展,其逻辑起点是西方四种后进生转化教学策略。进而,笔者分析了它们的针对性、局限性及其发展方向:就针对性和局限性言,前三种策略彰显了个别化教学,忽视了反思性教学,后一种策略强调了元认知,但割裂了元认知与认知内容;就方向言,一是认知与行为研究结合,二是有效性与反思性教学结合,三是元认知与认知结合。在此基础上,笔者还论述了"范型-言说"的前提假设和操作步骤。

Paradigmspeech strategy is the logical development of instruction strategy in transforming students with learning and behaviour problems. Its logical starting point is four western strategies of the transformation, of which three strategies feature individualized instruction while overlook reflective instruction, and one strategy stresses metacognition while divorces it from cognition content, in their pertinence and limitation. Moreover,there are three types of combination: cognitive and behavioral research, effective and reflective instruction, and metacognition and cognition content, so faras the orientation is concerned. Based on the above, precondition hypotheses andoperation steps of paradigmspeech are expounded.