摘要
教学的根本问题,是外部知识如何被学生获得、占有并转而成为学生个体的内在力量、精神财富的问题。长期以来,教学理论研究莫衷一是,教学实践左右摇摆,争论与分歧的焦点主要在于教学的方法、路径、机制,却忽视了教学活动的根本目的在于培养真正能够进入社会历史实践的主体。"两次倒转"教学机制揭示:性质上,学生的认识过程是将人类认识过程"倒过来"的过程;内容上,学生认识的起点是人类认识的终点;过程上,则是把"倒过来"的过程再"转回去",即通过学生典型地、简约地经历人类认识过程的方式,使学生能够主动地全面占有人类认识成果,能够深刻理解人类认识过程的意义、过程与方法,从而使学生能够走入历史并具有创造未来历史的能力、品格与情怀。"两次倒转"试图从理论上使种种二元对立得以消解,使教学活动能够将目的与手段、内容与形式、过程与结果有机统一起来,从而将培养什么样的人与如何培养人有机统一起来,使教学活动真正成为一种教育性的教学活动,也使教学认识论得以具体化、现实化。
The development of pedagogic theory aims to tell us that how external knowledge is obtained by the students,and transferred to the inner strength and spiritual wealth of students.It tells us about the operating mechanism of teaching activities.For centuries,the dispute on pedagogic theories and the sway of teaching practices have been focusing on teaching methods,approaches and mechanism,while neglecting that the purpose of teaching is to prepare students to become subjects of social and historical practice.This research proposes the theory of 'two inversions',which suggests that the essence of students' learning process is an inversion of the human cognitive process.From the perspective of content,students should learn from the latest knowledge of the human society,namely 'the first inversion';while the learning approach requires students to repeat human society's cognitive key experiences,namely 'the second inversion',in order for that students take initiative not only to learn the knowledge of human society,but also to better understand the significance,process,and methods on how knowledge is produced by the human society.Only in this way can students walk into history with dreams,passions,and abilities to create the future history.The proposal of 'two inversions' theory makes the pedagogic theory and teaching practice cast off the yoke of binary opposition,and integrates the purpose and approach,the content and form,the process and results of instruction into an organic unity,making teaching activities into truly educational activities.It also promotes the teaching epistemology to be more specific and realistic.
出处
《北京大学教育评论》
CSSCI
北大核心
2016年第2期8-26,187-188,共19页
Peking University Education Review
