期刊论文

中文

宁波大学学报(教育科学版)

1008-0627

2006

28

4

14-18

10.3969/j.issn.1008-0627.2006.04.004

本校为第一机构

教学的恒定性与境遇性分别是在预成性思维和生成性思维视域下看到的教学图景,应然的教学是境遇性与恒定性的统一，但由于理性思维的膨胀，人们一直痴迷于恒定性的探求而忽略甚至压抑了境遇性。强调教学的境遇性是对传统中人们过于重视恒定性的纠正,恒定性是对教学静态的描述，境遇性是对教学动态的表征，它们是教学性状的两个极点，二者之间存在一个连续的区域，从而存在无数的教学形态，当我们将其中的一种形态当作教学的全部形态时，教学就走向了极端：

Invarability and situationality of instruction are different images which are viewed respectively from preexisting thinking and generative thinking. Instruction is the integrity of invarability and situationality. With the extreme swelling of rationalistic thinking, people are infatuated with invarability and overlook situationality. Emphasizing situationalitv of instruction is rectification of traditional thinking that regards invarability as the only character of instruction. Invarabilitv is used to depict static state of instruction, while situationality is used to describe dynamic state of...