摘要
教学系统本质上应该是互制耦合的,但是这种互制耦合的形成不是自然的,而是教师符合教学客观规律性的主现能动性发挥的结果.耦合是各种教学变量的相互影响和相互作用的状态,能否引起耦合取决于各种教学变量的作用量是否达到一定的阈限,耦合的程度又决定了教学系统的控制即达到教学目标的程度.教师对各种教学变量阈限的调节决定着耦合的程度,教师的吸引力是调节教学变量阈限的关键指标.教师对教学变量阈限的调节能力的形成和发展需要进行专门的终身的训练,而教学方法论是训练教师形成和发展教学调节能力的理论指导.
Fundamentally,teaching system is under mutual restricting coupling. But the formations of this kind of mutual restrict coupling is not natural. It depends on the result of the teachers expressing of his teaching objective law by his initiative. Whether it can initiate coupling depends on the measured action of teaching variables on if it has reached a certain threshold. The extent of coupling also determines the control of teaching system,i. e,to reach the teaching goal. The adjustment of teacher on the teaching variable threshold determines the extent of coupling . The attraction of the teacher is the key target of teaching variable threshold. The teacher must take part in through his life time special training for his progress to form adjusting power on teaching variable threshold. The theoretical instruction to train a teacher to form and develop teaching adjusting ability is the theory of teaching method.
出处
《系统科学学报》
1999年第2期85-91,共7页
Chinese Journal of Systems Science
关键词
互制耦合
教学变量
教学变量阈限
教学系统控制
mutual restricting coupling
teaching variable
teaching variable threshold
teaching system control
