期刊论文

中文

教育学报

1673-1298

2022

18

3

58-69

10.14082/j.cnki.1673-1298.2022.03.006

本校为第一机构

万物皆有限度,失度则乱,过犹不及.教学限度指教学预设与教学应然状态之间的契合程度,是对"可教与不可教""牵手与放手"等问题的审思,具体可分为失度教学、适度教学、过度教学三个层次,教学职责、教学呈现、教学规训、教学评价四种表现形式.教学限度的廓清能在主体论层面帮助师生挣脱平庸之恶的"摆置",获致自由发展;在价值论层面矫正过度追求确定性的教学价值取向,涵育学生智慧;在方法论层面重审外域理论,构建具有东方气韵的教学论研究范式.教学限度的自觉与践行需要管理部门、理论研究者、教师通力合作,营造"教学共通感";需要教师弱化教学规训,在教学呈现中为学生适当提供"迷失的机会",还要拓展教...

Everything has its limit.Teaching limit refers to the degree of correspondence between teaching presupposition and teaching ought-to-be state.It is a reflection of“teachable and unteachable”“hand-in-hand and let-it-go”.It can be divided into three levels:out-of-degree teaching,appropriate teaching and excessive teaching,and four forms of expression:teaching responsibility,teaching presentation,teaching discipline and teaching evaluation.Clearing the limit of teaching can help teachers and students get rid of the banality of evil and achieve...