从学习理论的变革看有效教学的发展趋势

Viewing the Trends of Effective Teaching in the Light of Change of Learning Theories

学习理论的每一次变革都对有效教学的研究与实践产生了不同程度的影响。学习理论从行为取向到认知取向再到情境取向的变革,使有效教学呈现出相应的发展趋势:从为行为结果而教学的教师中心取向,到为认知建构而教学的学生中介取向,再发展到为情境性认知而教学的生态化取向。不同取向的教学在学习环境的创设、课程的编制以及教学效果的评估等环节各有不同的教学原则与策略,在实践中各具独到作用,彼此又具有互补性。

Learning theories changed from behavior-oriented to cognition-oriented, and to situation-oriented. Such changes make impacts on research and practice of effective teaching, which changed correspondingly from the behavior product with teacher-oriented to the cognitive construction with student-mediation-oriented, and to the situated cognition with ecology-oriented. Different perspectives suggest different principles and strategies reflected on the practices such as designing learning environment, formulating curricula, and constructing assessments. Each perspective is valuable, they have influenced educational practices significantly in distinctive and complementary ways.