【作者】 王囡；

【导师】 田慧生；

【作者基本信息】 西南大学 ， 课程与教学论， 2010， 博士

【摘要】 活动是人存在和发展的基本方式,它是人的本质力量,是人的个体存在、社会生活以及人类历史发展的基础,是一个主体与客体相互转化的过程。鉴于活动是连接主体与客体的通道,人便是在作为主体的自我与作为客体的诸种事物与现象的交互作用中获得发展的,不断实现其本质力量由客体向主体的回归,从而创造出一个新的精神个体,建构其新的心智结构。教育教学体系作为活动的基本存在,不但丰富了活动本身的内涵,更将其中的活动教学发扬光大,实现了活动教学的体系建构,由此,作为活动教学基本方式的活动方式理应成为活动教学的基本构成,并为促进学生的全面发展提供实践切入点和为活动教学理论的发展与建构提供基本理论支持。活动教学有着悠久的历史,而活动方式也由来已久。但是,在以往的活动教学研究中,对活动方式的解释仅限于对各种活动方式的一般性说明和描述,没有把对活动方式的选择和应用落实到具体实践操作中,使得在学校中进行的所谓的活动教学流于表面和形式,这大大降低了活动教学的有效性。本研究基于对以上问题的深入反思,从哲学、心理学、教育学等方面,对活动与活动教学的基本内涵、结构、特征、运行机制等进行了探讨,明晰了本研究的理论基础及基本概念,并从学生发展与素质生成等价值出发,确立了有效活动教学方式的基本特征及其实践功能,为后续研究提供了理论和阐释框架。活动方式是活动教学实现的基本手段和基本环节,它体现了活动教学的各种价值表征,我们只有在深刻了解和理解活动教学中活动方式的现实状态的前提下,才能对活动方式的有效性进行理论与实践检证。本研究在总结、归纳、分析由现场观察、活动录像、深度访谈、案例分析等获得的现状调查结果之后发现,活动方式在活动教学中表现出了与学习方式对立、在活动教学理论建构中的缺失、与常用教学方法的混为一谈、活动模式僵化、重花样轻效用等各种问题,这为活动教学有效开展带来了障碍。鉴于此,本研究深刻审视了活动教学中活动方式的影响因素,并对其有效实践提出了策略建构,以为有效活动方式的选择提供方向。活动教学因其目标和任务性质的差异而要求采取不同的活动方式,只有根据活动教学的目标和任务性质选取的活动方式才具有效用。而这首先需要我们对活动方式本身有清晰的认识,本研究归纳提炼了探究型活动方式、交往型活动方式、体验型活动方式和创造型活动方式四种典型的活动方式,并分别对这四种类型活动方式的内涵、意义、表现类型、操作模式与流程、教学策略、应用要点进行了深层次探索。由于一定的操作模式与流程可以有效地给学校和教师们提供一条达到理想目标的现实化途径,本研究所精炼的四种典型活动方式更多强调的是一种理念的渗透、突出基本操作的要素,注重概括性与引领性,淡化固定程式,力求为教师的创造性发挥提供更大的弹性空间。评价是教学活动中非常重要的一个环节,对活动方式评价的主要目的在于为教师改进教学方式和学生改进学习方式提供全面而具体的依据,使评价为最大限度地促进每一个学生的各方面素质的全面发展服务。在有效活动方式的评价中,既要看这种活动方式是否有效促进了学生对知识的掌握、能力的提高、智力的发展、个性的养成,还要关注是否有效促进了教师的专业成长、教师与学生的交往以及教学过程的合理性、延续性、效能性等各个方面。鉴于此,本研究的最后一章在分析有效性评价现实失衡的基础上对其进行了重新定位,进而提出对活动方式进行评价所要遵循的原则,最后对活动方式评价的目标制定、实施步骤和方法等操作性问题进行了深入探讨,为活动方式的有效选择和实践提供参考。更多还原

【Abstract】 Activity, as the basic means for human existence and development, embodies the natural force of human and serves as the basis for individual existence, social life and the historical development of human kind, and is also the transforming process between object and subject. As activity is the pass way connects the object and subject, human develope in the interaction between the self and the various phenomena, which is also the realization of the regression from subject to object. Therefore a new mental identity is created and a new intelligent structure is constructed. The educational instruction system, as the basic existence of activity, enriches the activity itself and leads to the systematic construction of the activity instruction. Therefore, the activity method should be taken as the basic constituent of the activity instruction. At the same time, it serves as the activity to promote the all round development of the students, and provides the theoretical support.Activity instruction enjoys a long history. But in the previous activity instruction research, the activity method is confined to the general description without their application into practice, thus, the so-called activity instruction in school is only carried out on surface, which certainly decrease its effectiveness. The dissertation, based on the reflection of the above problems, explores the connotation, structure, features and working mechanism from the fields of philosophy, psychology and education, clarifying the theoretical framework and basic concepts. And from the perspective of students’ development and competency growth, it states the features and functions of effective activity instruction, laying solid theoretical foundation and interpretation framework.The activity method is the basic way and link to realize the activity instruction, which embodies its various values. And only the deep understanding of the existing reality of the activity method in instruction can lead to the theoretical review and practical examination. Based on the observation, video record, depth interview and case study, it is found that various problems concerning activity are in the way of effective activity instruction, such as the confrontation between the activity and learning method, the absence of theoretical support, the confusion between the activity and common instruction method and the emphasis on form rather than effectiveness. Therefore, the dissertation examines the working factors in activity instruction and puts forward the corresponding strategy, which directing the effective activity instruction options.Accurate and effective activity method will be used in different activity instruction for their different goals and tasks. To acknowledge what activity method is, this research not only defined four types of classic activity method, exploration-based activity method, communication-based activity method, experience-based activity method and creation-based activity method, but also deeply explored their connotation, signification, performance, operation and process, teaching strategy and application. Since the proper operation and process of activity method will be an effective way for schools and teachers to achieve their desirable objective, these four types of method strive to provide more flexible and elastic space for teachers’creativeness by emphasizing penetration of ideas and basic element of operation, focusing on generalization and elicitation and weakening implementation and fixed modes.Evaluation of activity method is a very important aspect of activity instruction, the main purpose is to provide a comprehensive and detailed basis for improving teachers’ teaching method and students’learning method, to promote all-around quality development for every student, rather than identifying, screening or selecting for receiving high-level education students or even for grading students. The evaluation should concern about not only whether activity method promote knowledge comprehension, capability improvement, intellect development, personality generation for students, but also professional growth for teachers, interaction between teachers and students, rationality, continuity, effectiveness of the teaching process, etc. Based on the analysis of the actual imbalance of effectiveness evaluation, the final chapter of this research re-located direction of purpose and standard, conducted the following principles for evaluation of activity method, and then deeply discussed the operational issues, such as objective setting, implementation procedures and method, which will afford effective references for choice and practice of activity method.更多还原