学生主体观下的语文教学
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摘要
在构成教学活动的要素中,人是最为积极主动的要素,是教学活动的发起者、承担者和维护者。其中学生的活动——学,与教师的活动——教,构成了教学赖以进行的统一的活动体系。因此,要组织开展合理的教学活动并提高其成效,就必须正确认识教师和学生在教学过程中所处的地位,树立正确的师生观,明确教师和学生的相互关系并了解他们各自活动的特点和相互作用的基本形式。教与学的关系问题是教学过程的本质问题,同时也是教学论中的重要理论问题。教学是教师的教与学生的学的统一,这种统一的实质是交往、互动、对话。基于此,在语文新课程理论中把教学过程看成是师生交往、积极互动、平等对话、共同发展的过程。回顾我们的传统教学,教师的责任是教,学生的责任是学,教学是教师对学生单向的“培养”活动,它表现为:一是以教为中心,学围绕教转。教学关系为:我讲,你听;我问,你答;我写,你抄;我发令,你执行。在这样的课堂上,“双边活动”变成了“单边活动”,教代替了学,学生是被教会,不是自己学会,更不用说会学了。二是以教为基础,先教后学。学生只是跟着老师学,复制老师讲授的内容。先教后学,教了再学,教多少就学多少,怎么教就怎么学,不教不学。教师的教支配、控制学生的学,学生无条件地服从于教,教学由共同体变成了单一体,学生的独立性、独立品格丧失了,教也走向了反面,最终成为了遏止学生学的“力量”。教师越教,学生越不会学、越不爱学。总之,传统教学只是教与学两方面的机械叠加。
学生主体观强调教与学的交往、互动。师生双方相互交流、相互沟通、相互启发、相互补充,在这个过程中教师与学生分享彼此的思考、经验和知识,交流彼此的情感、体验与观念,丰富教学内容,求得新的发展,从而达到共识、共享、共进,实现教学相长和共同发展。可以说,创设师生交往的互动、互惠的教学关系。对教学而言,交往意味着人人参与,意味着平等对话,意味着合作性意义的建构,它不仅是一种认识活动过程,更是一种人与人之间平等的精神交流过程。对学生而言,交往意味着主体性的凸现、个性的表现、创造性的解放。对教师而言,交往还意味着上课不仅是传授知识,而是一起分享、理解、促进、学习:上课不是单向付出,而是生命活动、专业成长和自我实现的过程。交往还意味着教师角色定位的转换:教师由教学的主角转向“平等中的首席”,由传统的知识传授者转向现代学生发展的促进者。
It's human being (teachers and students), the most active factor thatinitiate, bearand safeguard the activity of instruction. Students' s learning and teachers' teaching constitute ainflexible system to ensure the activity's co.Ainuation. As a result, in order to organize anddevelop more effective instructional activity, we must recognize the correct position of studentsand teachers in the instruction course, acquire a correct outlook about students, define theinterrelation of students and teachers, and comprehend their characteristic and the basic form of their interaction.
The relation between teaching and learning is the essence of the instructional course, and it'sone of the important theories of education. Instruction is an unity of teachers' teaching and students' learning which most central point is the association, reciprocal and dialogue between teacher and his students. Accordingly, instruction is seemed as a course of association ,positivereciprocal, equal dialogue and joint development between teacher and his students in the newtheory of Chinese (as a subject of study) curriculum.
Looking back on the traditional instructional activity, we can find that teachers' responsibilityis how to teach, and to students, is how to learn. Instruction was a kind of activity following twoaspects. On the one hand, teacher was the center of instructional activity, and his students were forced to do everything under his instructions, such as listening, answering, copying, executing hisorder, and so on. In such classroom, bilateral activity became to be unilateral, teachers' instructionreplaced students' learning. Students were taught to know instead of their learning by themselves, so they didn't know how to learn. On the other hand, instruction was the base that had priorityover learning. Students just followed their teacher to learn, to copy those contents that the teacher had instructed before. Teacher's instructing controlled students' learning, and students mustsubmit to teacher's instruction without preconditions. As a result, the entity of teaching and learning changed into a single, and the students lost their independent character and style, teaching went so far as to its reverse side to be a kind of strength to restrain the students' learning. The more teacher taught, the less the students learned, and the students became more and more unhappy to learn. In short, the traditional instruction was only a mechanical combination of teaching and learning.
The new curriculum of Chinese (as a subject to study) emphasizes the association and reciprocal between teaching and learning. Teacher and his students share their thought and experience as well as knowledge, exchange,promotion, inspiration and supplement. As a result,instructional contents can be widened so that new development can be obtained, common understanding can be reached, and teaching benefits teachers as well as students, so a belation of mutual benefit and reciprocity between teaching and learning has been founded. To instructional activity, association means that everyone can participate; means equal dialogue and cooperation,so it is not only a cognitive course but also a course of interpersonal equal association of spirit. To students, association means to unfold mastership, to show individuality and to liberate creativeness. To teacher, firstly, association also means imparting knowledge but also sharing, comprehension, promoting and learning. Teaching is not one-way supply, but a course of specialty growth and self-realization. Secondly, associationalso means to change his role position------from a leading role in instructional activityto a chief of equality, from a traditional instructor of knowledge to a promoter of eveloping modern students' ability.
学生主体观强调教与学的交往、互动。师生双方相互交流、相互沟通、相互启发、相互补充,在这个过程中教师与学生分享彼此的思考、经验和知识,交流彼此的情感、体验与观念,丰富教学内容,求得新的发展,从而达到共识、共享、共进,实现教学相长和共同发展。可以说,创设师生交往的互动、互惠的教学关系。对教学而言,交往意味着人人参与,意味着平等对话,意味着合作性意义的建构,它不仅是一种认识活动过程,更是一种人与人之间平等的精神交流过程。对学生而言,交往意味着主体性的凸现、个性的表现、创造性的解放。对教师而言,交往还意味着上课不仅是传授知识,而是一起分享、理解、促进、学习:上课不是单向付出,而是生命活动、专业成长和自我实现的过程。交往还意味着教师角色定位的转换:教师由教学的主角转向“平等中的首席”,由传统的知识传授者转向现代学生发展的促进者。
It's human being (teachers and students), the most active factor thatinitiate, bearand safeguard the activity of instruction. Students' s learning and teachers' teaching constitute ainflexible system to ensure the activity's co.Ainuation. As a result, in order to organize anddevelop more effective instructional activity, we must recognize the correct position of studentsand teachers in the instruction course, acquire a correct outlook about students, define theinterrelation of students and teachers, and comprehend their characteristic and the basic form of their interaction.
The relation between teaching and learning is the essence of the instructional course, and it'sone of the important theories of education. Instruction is an unity of teachers' teaching and students' learning which most central point is the association, reciprocal and dialogue between teacher and his students. Accordingly, instruction is seemed as a course of association ,positivereciprocal, equal dialogue and joint development between teacher and his students in the newtheory of Chinese (as a subject of study) curriculum.
Looking back on the traditional instructional activity, we can find that teachers' responsibilityis how to teach, and to students, is how to learn. Instruction was a kind of activity following twoaspects. On the one hand, teacher was the center of instructional activity, and his students were forced to do everything under his instructions, such as listening, answering, copying, executing hisorder, and so on. In such classroom, bilateral activity became to be unilateral, teachers' instructionreplaced students' learning. Students were taught to know instead of their learning by themselves, so they didn't know how to learn. On the other hand, instruction was the base that had priorityover learning. Students just followed their teacher to learn, to copy those contents that the teacher had instructed before. Teacher's instructing controlled students' learning, and students mustsubmit to teacher's instruction without preconditions. As a result, the entity of teaching and learning changed into a single, and the students lost their independent character and style, teaching went so far as to its reverse side to be a kind of strength to restrain the students' learning. The more teacher taught, the less the students learned, and the students became more and more unhappy to learn. In short, the traditional instruction was only a mechanical combination of teaching and learning.
The new curriculum of Chinese (as a subject to study) emphasizes the association and reciprocal between teaching and learning. Teacher and his students share their thought and experience as well as knowledge, exchange,promotion, inspiration and supplement. As a result,instructional contents can be widened so that new development can be obtained, common understanding can be reached, and teaching benefits teachers as well as students, so a belation of mutual benefit and reciprocity between teaching and learning has been founded. To instructional activity, association means that everyone can participate; means equal dialogue and cooperation,so it is not only a cognitive course but also a course of interpersonal equal association of spirit. To students, association means to unfold mastership, to show individuality and to liberate creativeness. To teacher, firstly, association also means imparting knowledge but also sharing, comprehension, promoting and learning. Teaching is not one-way supply, but a course of specialty growth and self-realization. Secondly, associationalso means to change his role position------from a leading role in instructional activityto a chief of equality, from a traditional instructor of knowledge to a promoter of eveloping modern students' ability.
引文
[1]余杰:《“单调”散文--对中学语文课本所选杨朔散文的反思》,见孔庆东:《审视中学语文教育》,第83页,汕头大学出版社,1999。
[2]郅庭瑾,《教会学生思维》,教育科学出版社,第7页2001年。
[1]李忠吉主编:《智慧树》,第30页,云南科技出版社,2006年。
[1]袁振国:《教育新理念》北京,教育科技出版社,第111页,2003。
[2]倪文锦著:“当代我国语文课程改革十大特点”《中学语文教与学》,2002(7)。
[3]钟启原主编:《语文教育展望》,上海华东师范大学出版社,第277页,2002。
[1]朱慕菊主编:《走进新课程--与课程实施者对话》,第132、133页,北京师范大学出版社,2002年。
[1]庞维国著:《自主学习:学与教的原理和策略》,上海:华东师范大学出版社,第40页,2003。
[2]乔炳臣、藩莉娟著:《中国古代学习思想史》,北京:人民教育出版社,第497页,2000。
[3]袁振国主编:《教育新理念》,第157页,教育科学出版社,2003年。
[1]《普通高中语文课程标准(实验)》,第15页,人民教育出版社,2003年。
[2]张承明主编:《语文教学论》,第33页,云南民族出版社,2001年。
[1]董远骞著.中国教学论史.北京:人民教育出版社,1996.
[2]丁钢主编.历史与学生之间:中国教育传统的理论探索.北京教育科学出版社,2002.
[3]教育部基础教育司主办.走进新课程:与课程实施者对话.北京:北京师范大学出版社,2002.
[4]袁振国著.教育新理念.北京:教育科学出版社,2002.
[5]罗明东主编,候德东等编著.现代中小学教学论.昆明:云南科技出版社,2000.
[6]郅庭瑾著.教会学生思维.北京:教育科学出版社,2001.
[7]袁振国主编.当代教育学(2版)(修订版).北京:教育科学出版社,1999.
[8]李秉德主编.教学论.北京人民教育出版社,2001.
[9]张承明主编.语文教学论.昆明:云南民族出版社,2001.
[10]张承明著.中外语文教育比较研究.昆明:云南教育出版社,2000.
[11]任苏民编著.教育与人生:叶圣陶教育论著选读.上海:上海教育出版社,2004.
[12]倪文锦主编.语文教育展望.上海:华东师范大学出版社,2002.
[13]王晨主编.重读吕淑湘-走进新科标:什么是因为.武汉:湖北教育出版社,2004.
[14]王本华主编.重读张志公-走进新课标:语文教育现代化.武汉:湖北教育出版社,2004.
[15]张定远主编.重读叶圣陶走进新科标:教是为了不需要教.武汉:湖北教育出版社,2004.
[16]庄文中主编.外国母语课程改革与新课程标准:它山之石可以攻玉.武汉:湖北教育出版社,2004.
[17]邹元湘,潘纪平主编.近20年语文教改理论与新课程标准(上册).武汉:湖北教育出版社,2004.
[18]新课程实施过程中培训问题研究课题组编.新课程与学生发展.北京:北京师范大学出版社,2002.
[19]郑国民著.新世纪语文课程改革研究.北京:北京师范大学出版社,2003.
[20]施良方著.课程理论--课程的基础、原理与问题.北京:教育科学出版社,1996.
[21]教育部基础教育司组织编写.语文课程标准解读.武汉:湖北教育出版社,2002.
[22]课程教材研究所编.20世纪中国中小学课程标准教学大纲汇编语文卷.北京:人民教育出版社,2001.
[23]张华著.课程与教学论.上海:上海教育出版社,2000.
[24]丛立新著.课程论问题.北京:教育科学出版社,2000.
[25]李杏保等著.中国现代语文教育史.成都:四川教育出版社,1997.
[26]王丽编.中国语文教育忧思录.北京:教育科学出版社,1998.
[27]辛涛等著.中学语文教学心理学.北教育出版社,2001.
[2]郅庭瑾,《教会学生思维》,教育科学出版社,第7页2001年。
[1]李忠吉主编:《智慧树》,第30页,云南科技出版社,2006年。
[1]袁振国:《教育新理念》北京,教育科技出版社,第111页,2003。
[2]倪文锦著:“当代我国语文课程改革十大特点”《中学语文教与学》,2002(7)。
[3]钟启原主编:《语文教育展望》,上海华东师范大学出版社,第277页,2002。
[1]朱慕菊主编:《走进新课程--与课程实施者对话》,第132、133页,北京师范大学出版社,2002年。
[1]庞维国著:《自主学习:学与教的原理和策略》,上海:华东师范大学出版社,第40页,2003。
[2]乔炳臣、藩莉娟著:《中国古代学习思想史》,北京:人民教育出版社,第497页,2000。
[3]袁振国主编:《教育新理念》,第157页,教育科学出版社,2003年。
[1]《普通高中语文课程标准(实验)》,第15页,人民教育出版社,2003年。
[2]张承明主编:《语文教学论》,第33页,云南民族出版社,2001年。
[1]董远骞著.中国教学论史.北京:人民教育出版社,1996.
[2]丁钢主编.历史与学生之间:中国教育传统的理论探索.北京教育科学出版社,2002.
[3]教育部基础教育司主办.走进新课程:与课程实施者对话.北京:北京师范大学出版社,2002.
[4]袁振国著.教育新理念.北京:教育科学出版社,2002.
[5]罗明东主编,候德东等编著.现代中小学教学论.昆明:云南科技出版社,2000.
[6]郅庭瑾著.教会学生思维.北京:教育科学出版社,2001.
[7]袁振国主编.当代教育学(2版)(修订版).北京:教育科学出版社,1999.
[8]李秉德主编.教学论.北京人民教育出版社,2001.
[9]张承明主编.语文教学论.昆明:云南民族出版社,2001.
[10]张承明著.中外语文教育比较研究.昆明:云南教育出版社,2000.
[11]任苏民编著.教育与人生:叶圣陶教育论著选读.上海:上海教育出版社,2004.
[12]倪文锦主编.语文教育展望.上海:华东师范大学出版社,2002.
[13]王晨主编.重读吕淑湘-走进新科标:什么是因为.武汉:湖北教育出版社,2004.
[14]王本华主编.重读张志公-走进新课标:语文教育现代化.武汉:湖北教育出版社,2004.
[15]张定远主编.重读叶圣陶走进新科标:教是为了不需要教.武汉:湖北教育出版社,2004.
[16]庄文中主编.外国母语课程改革与新课程标准:它山之石可以攻玉.武汉:湖北教育出版社,2004.
[17]邹元湘,潘纪平主编.近20年语文教改理论与新课程标准(上册).武汉:湖北教育出版社,2004.
[18]新课程实施过程中培训问题研究课题组编.新课程与学生发展.北京:北京师范大学出版社,2002.
[19]郑国民著.新世纪语文课程改革研究.北京:北京师范大学出版社,2003.
[20]施良方著.课程理论--课程的基础、原理与问题.北京:教育科学出版社,1996.
[21]教育部基础教育司组织编写.语文课程标准解读.武汉:湖北教育出版社,2002.
[22]课程教材研究所编.20世纪中国中小学课程标准教学大纲汇编语文卷.北京:人民教育出版社,2001.
[23]张华著.课程与教学论.上海:上海教育出版社,2000.
[24]丛立新著.课程论问题.北京:教育科学出版社,2000.
[25]李杏保等著.中国现代语文教育史.成都:四川教育出版社,1997.
[26]王丽编.中国语文教育忧思录.北京:教育科学出版社,1998.
[27]辛涛等著.中学语文教学心理学.北教育出版社,2001.