教学活动特征的本体论分析

教学过程在本质上是一种认识过程 ,但这种认识过程在不同的历史阶段由于构成教学活动的基本要素———知识、教师、学生的性质不同以及这三者之间相互作用的方式不同而表现出不同的特征 :在原始社会 ,其“教学活动”充满了神秘性、情景性、仪式性的特征 ;在古代社会 ,学生只是一个接受知识的容器 ,其全部任务就是去阅读、记忆、背诵、复习和再现先贤先哲们的知识 ,师生关系紧张、对立 ,所以教学呈现出绝对性、专横性和神圣性的特征 ;进入现代社会 ,其教学活动越来越表现出科学化、标准化、模式化的特征。基于以上诸种教学的不全面性 ,所以到了后现代社会的教育 ,在教学原则、教学方法和教学组织形式等方面应该建立起一整套旨在激发、保护、鼓励和引导学生进行质疑问难、大胆探索的新理论 ,提高课堂教学的问题意识 ,充分利用学生的“个体知识”和“地方知识” ,使教学过程变成一个在教师引导下的、以问题为核心的、师生共同探索知识及其意义的过程 ,使教学活动呈现出开放性、探究性、批判性的特征 ,并通过具有这种品质的教学活动 ,培养学生的创新精神和创新能力 ,推动人类社会的发展和人类文明的进步。

Noumenal Analysis on Characteristics in Teaching Activities

Teaching process is essentially a cognition process. But the process demonstrates different characteristics in various historical stages due to the interactions by its basic elements-knowledge,the teacher and the students. In primitive society,"teaching activities" were full of mystery,situations,and rites;in ancient times,students were but a container of knowledge to read,recite,remember,review what had been dumped into it. Therefore,there was a tension in the relations between students and teachers,the teaching activities being absolute,imperious,and holy. In modern societies,teaching activities have consisted more and more scientific,standardized,and model features. In post-modern society,the education activities vary a lot. A new theory should be established in the aspects of teaching principles,teaching methodology,teaching form,to stimulate,safeguard,encourage and guide students to enquire and to explore bravely,so as to increase the problem solving consciousness in the students,and to take full use of students "individual knowledge" and "local knowledge". The teaching process can then be turned into a knowledge exploration process guided by the teacher. The teaching activities may demonstrate an open,exploring,criticizing features. By such high quality teaching activities,students creative spirits and innovative capability can be cultivated to promote the development of human society and the progress of human culture.