“超越因材施教”的小学分班原则研究
|
摘要
打散分班在教育理念上超越因材施教,作为小学分班原则可能在八个方面带来新的教育价值:第一,幼儿园升入小学的任何考试、面试都是无用功,本质上有害;第二,从语义上、也从教育实践中根本消解了"不要输在起跑线上"这个家喻户晓的隐喻;第三,使得学生与固定教师相处短暂,学生没有充分时间被教师"确定地""毫无怀疑地"戴上"后进生"的标签;"后进生"概念从根本上被消解,"后进生"转化工作也从逻辑上被取消,"留级生"概念将淡化;第四,在小学教育中引入了更多真实、频繁的变化,给予学生机会在真实、具体的频繁变化中学习变化、习惯变化;第五,帮助学生从固定的小"朋友圈"中走出来,形成大的"朋友圈",使学生在小学就开始学习与陌生人快速熟悉,有珍贵的机会去快速认识和熟悉新朋友、新环境,使其能适应分工与合作的现在与未来;第六,教师资源分配将比"抽签"公平更加公平公正,学生向名师学习的机会更加均等;第七,旧的分班制度使学生成为班主任和任课教师的"人质",打散分班使学生不再是"人质"而获得解放;第八,彻底消解了家长择班动机。打散分班可能是未来中国小学分班制度的发展方向。
Teaching students in accordance with their aptitude is a classical education principle in China.Despite its advantages,there exist such problems as studentstereotypes by their teachers or classmates over the6-year fixed placement in the same elementary school. Therefore,it's necessary to break up the fixed placement of students beyond the principle of teaching students in accordance with their aptitude. This may introduce new values in schools from eight aspects. First,the entrance examination and interview for kindergarten children to enter the elementary school would be useless and harmful. Second,the Chinese metaphor of Never lose at the starting line could be semantically and practically dispelled. Third,there would be little chance for teachers to label certain students underachievers. Fourth,more authentic,frequent changes could take place in primaryschools,which could enable students to learn in a changing world. Fifth,it is possible for students to get out of the small fixed circle of friends into a large circle of friends in schools. Sixth,teaching resources could be allocated more impartially. Seventh,breaking up the fixed placement of students could liberate the students,who would otherwise be the hostage of their teachers. Finally,parents would have no intention of class choice on their children's behalf.
Teaching students in accordance with their aptitude is a classical education principle in China.Despite its advantages,there exist such problems as studentstereotypes by their teachers or classmates over the6-year fixed placement in the same elementary school. Therefore,it's necessary to break up the fixed placement of students beyond the principle of teaching students in accordance with their aptitude. This may introduce new values in schools from eight aspects. First,the entrance examination and interview for kindergarten children to enter the elementary school would be useless and harmful. Second,the Chinese metaphor of Never lose at the starting line could be semantically and practically dispelled. Third,there would be little chance for teachers to label certain students underachievers. Fourth,more authentic,frequent changes could take place in primaryschools,which could enable students to learn in a changing world. Fifth,it is possible for students to get out of the small fixed circle of friends into a large circle of friends in schools. Sixth,teaching resources could be allocated more impartially. Seventh,breaking up the fixed placement of students could liberate the students,who would otherwise be the hostage of their teachers. Finally,parents would have no intention of class choice on their children's behalf.
引文
包利民.(2003).怀疑论与希腊哲学的特质.玉溪师范学院学报,(7),1-8.
蔡连玉.(2014).教育起跑线:理论澄清与实践选择.教育理论与实践,(2),3-5.
赫尔巴特.(1989).普通教育学·教育学讲授纲要(李其龙译).北京:人民教育出版社.
克尔凯郭尔.(2012).哲学片段(翁绍军译).北京:商务印书馆.
李袁媛.(2014).论小学班主任对“后进生”的转化研究.才智,(17),155-155.
贾正银.(2011).小学班主任对“后进生”的转化研究.中国科教创新导刊,(27),213-213.
刘彭芝.(2011-11-07).对拔尖创新人才要早发现早培养.光明日报,(16).
卢晓东.(2014).超越因材施教.教育学术月刊,(10),3-17.
卢晓东.(2010).本科专业划分的逻辑与跨学科专业类的建立.中国大学教学,(9),10-15.
山东胜采小学.(2016)“阳光分班”方案.取自:http://www.xuezizhai.com/fanwen/81705.html.
芜湖市三山中心小学.(2016).“阳关分班”实施方案.取自:http://www.xuezizhai.com/fanwen/81705.html.
许双成,张立昌.(2015).教育公平之殇——分层分班教学.西北民族大学学报:哲学社会科学版,(4),184-188.
薛海平,王蓉.(2016).义务教育教师绩效奖金、教师激励与学生成绩.教育研究,(5),21-33.
杨宁.(2012).对“起跑线”隐喻的分析和批判.教育理论研究,(6),28-30.
扬子晚报.(2015-8-28).校园分班潜规则揭秘:“求照顾”真的有用吗?.取自:人民网,http://edu.people.com.cn/n/2015/0828/c1053-27527185.html.
尹超.(2017).生命发展课程体系的建构与实施——以北京大学附属小学为例.课程·教材·教法,(5),107-112.
于永川.(1979).我国古代教学原则.瞿葆奎主编.(1988).教育学文集·教学(中册).北京:人民教育出版社.
中国广播网.(2013-08-14).各地中小学分班乱象层出.取自:中国教育科研和计算机网,http://www.edu.cn/ji_jiao_news_279/20130814/t20130814_1000983.shtml.
朱德庸.(2016).成名30年:绝对小孩朱德庸没有一天适应过.取自:散文网,https://sanwen.net/a/fzrxqbo.html.
(1)这是教育部教育发展研究中心基础教育研究室汪明主任的形象概括。
蔡连玉.(2014).教育起跑线:理论澄清与实践选择.教育理论与实践,(2),3-5.
赫尔巴特.(1989).普通教育学·教育学讲授纲要(李其龙译).北京:人民教育出版社.
克尔凯郭尔.(2012).哲学片段(翁绍军译).北京:商务印书馆.
李袁媛.(2014).论小学班主任对“后进生”的转化研究.才智,(17),155-155.
贾正银.(2011).小学班主任对“后进生”的转化研究.中国科教创新导刊,(27),213-213.
刘彭芝.(2011-11-07).对拔尖创新人才要早发现早培养.光明日报,(16).
卢晓东.(2014).超越因材施教.教育学术月刊,(10),3-17.
卢晓东.(2010).本科专业划分的逻辑与跨学科专业类的建立.中国大学教学,(9),10-15.
山东胜采小学.(2016)“阳光分班”方案.取自:http://www.xuezizhai.com/fanwen/81705.html.
芜湖市三山中心小学.(2016).“阳关分班”实施方案.取自:http://www.xuezizhai.com/fanwen/81705.html.
许双成,张立昌.(2015).教育公平之殇——分层分班教学.西北民族大学学报:哲学社会科学版,(4),184-188.
薛海平,王蓉.(2016).义务教育教师绩效奖金、教师激励与学生成绩.教育研究,(5),21-33.
杨宁.(2012).对“起跑线”隐喻的分析和批判.教育理论研究,(6),28-30.
扬子晚报.(2015-8-28).校园分班潜规则揭秘:“求照顾”真的有用吗?.取自:人民网,http://edu.people.com.cn/n/2015/0828/c1053-27527185.html.
尹超.(2017).生命发展课程体系的建构与实施——以北京大学附属小学为例.课程·教材·教法,(5),107-112.
于永川.(1979).我国古代教学原则.瞿葆奎主编.(1988).教育学文集·教学(中册).北京:人民教育出版社.
中国广播网.(2013-08-14).各地中小学分班乱象层出.取自:中国教育科研和计算机网,http://www.edu.cn/ji_jiao_news_279/20130814/t20130814_1000983.shtml.
朱德庸.(2016).成名30年:绝对小孩朱德庸没有一天适应过.取自:散文网,https://sanwen.net/a/fzrxqbo.html.
(1)这是教育部教育发展研究中心基础教育研究室汪明主任的形象概括。