Three.
Although some people doubt this theory, as a new thing, it can't be stopped, and doubters can't deny the advantages of this theory or new idea. As for judging when this theory has completed its historical leading role and the task of modern classroom teaching reform, quote it when writing an article or making a report. The strength of teaching practice needs to be improved. Various theories of "subject" theory in teachers, textbooks and classroom teaching are briefly discussed, and a new theoretical term "dialectical subject" is put forward.
The theory of the relationship between subject and object in classroom teaching is the basic theory of pedagogy. How to understand the theory of subject-object relationship in classroom teaching is one of the focuses of discussion. From ancient times to the present, new ideas, new concepts and new methods are still emerging one after another, eliminating the theoretical misunderstanding of "the subject of classroom teaching". Teachers and students, analyze and comment on "Teachers are dominant, and work is targeted?" The classroom teaching theory that clarifies this basic theory and recognizes the dialectical relationship between subject and object and students' subjectivity needs further practice. We haven't thought about whether this theory is contrary to our dialectical view of the problem. Only those who agree with it and those who disagree with it can gradually shift our theoretical understanding of the new classroom teaching subject from subjective truth to objective truth.
1) Regarding teachers, student-centered actually means that students are the subject of learning, the object of development and the goal of training. Actually, in my personal opinion, I wonder if everyone feels the same way. The term "teacher-oriented and student-centered" should be advocated under the guidance of the theory of the relationship between subject and object in classroom teaching. Although it is used from time to time, it has withstood the forging of classroom teaching practice furnace in practice and finally emerged as a new pedagogy system. From the current books on pedagogy theory and teaching methods, who is the target of classroom teaching? Since ancient times; Fourthly, the status relationship between teachers and students is absolutely divided, and students are the main body of classroom teaching, which is inaccurate. It blocks teachers' practical perspectives and ideas, and it is a side reflection of teaching phenomena on teaching laws.
2. The misunderstanding of the theory of "teacher-oriented and student-centered" in classroom teaching.
Teachers are in a dominant position in classroom teaching, and their cultural development is changing with each passing day. Or they want to throw their misguided negative thoughts into the dustbin of history as soon as possible, which lies in the speed and specific situation of the reform and development of our pedagogy theory, completely denying some advanced ideas of teachers' subjectivity theory, students' subjectivity theory and dual subjectivity theory, completely denying objective things such as teaching materials as the main body, and implementing the possibility or advantage of this kind of classroom teaching subjectivity thought. But for the vast majority of grassroots teachers, it is only verbal. Third, the concept of "teacher-oriented and student-centered" is not clear. Here, teacher-led is actually teacher-centered, which is naturally recognized by everyone and is constantly implemented in teaching practice. At the same time, it also plays the role of emancipating educational thoughts and wants to stop it.
As the basic theory of pedagogy, the theory of the relationship between subject and object in classroom teaching can correctly improve the teaching mode and method. China's politics and economy made the mistake of materialistic dualism, which did not meet the requirements of materialistic monism. Of course, function and influence
From the 1990s or earlier to the present, the classroom teaching theory of "teacher-led, student-centered" has always occupied the mainstream position. Through the study and experience of several subject theories, most of them are just what others say and how we use them. In other words, the theory or viewpoint of "teacher-oriented and student-centered" in classroom teaching comes from the abstract generalization of specific teaching phenomena and educational activities by educational experts and scholars at that time. Phenomenon reflects the prosperity of classroom teaching subject theories such as essence theory, double subjectivity theory and student subjectivity theory, and they dare not say much about classroom teaching.
I want to repeat a few words here. In my opinion, both theories are scientific and reasonable, but neither of them abstracts the essential connotation of its own regularity. The former completely abandons the subjectivity of the teacher's individual subject status, and demands that the leading attribute of the teacher's individual is subjectivity, even without seeing that the teacher's individual also has the attribute of being an object; At the same time, I don't see that students, as the main body of learning, have the dominant attribute of learning and the objective attribute of passive development of learning. Although the two-subject theorists realize that both teachers and students are the subjects of classroom teaching, they don't realize that this kind of two-subject is instantaneous, that is, it can't appear at the same time, but appears alternately. They did not explain that the reason for this situation is that both teachers and students have dominant attributes; Nor does it show that teachers and students also have object attributes, and the performance of object attributes of both sides is also the dominant attribute of both sides, which controls their subjectivity and object attributes at any time. Dominant attributes are divided into subjective (foreground) guiding certainty and objective (background) guiding certainty, which determines the order of subject and object. When both are objects, who is the subject? At the same time, we also believe that students can be part of the subject, and objects can also be part of the subject.
From the above discussion, we can draw the conclusion that both teachers and students have the attributes of being the subject of classroom teaching, and they also have the possibility of becoming the subject or object of classroom teaching. When the leading attribute of teachers plays a decisive role in the guidance of the front desk, the main role of teachers appears, while the background guidance of students as teaching developers plays a decisive role, and the object attribute of students appears, and students are in an object position. With the progress of the teaching process, objective and practical situations appear, and vice versa. In this way, we can sum up that both teachers and students have three characteristics in the process of classroom teaching: dominance, subjectivity and objectification of people. The function of their characteristics changes according to each other's objective changes. This conforms to the requirements of materialist dialectics and the theory that historical materialism is the subject of social practice.
2) The division of the subject status of teaching materials, the object status of teachers and students and their characteristics.
The above only talks about the change of the relationship between subject and object between teachers and students. As objects, teachers and students are the materialization of human beings and special objects. When it comes to objects, we have to talk about textbooks. Teachers, students and teaching materials are the three major elements of teaching. As a reference book for teaching, teaching materials are things, and as things, it is understandable to people. So, is it possible to become the main body? Like teachers and students, it has the characteristics of objectivity, subjectivity and dominance.
Dialectical materialism epistemology holds that subject and object can be transformed into each other under certain conditions. When teaching, teachers should first study teaching materials and how to impart knowledge to students in the next class according to the requirements of curriculum standards and the actual situation of students. In the process of preparing lessons, teachers take the initiative to learn from textbooks, textbooks become "teachers", teachers learn from textbooks and teachers become students. At the same time, students can also teach themselves textbooks, so that they can learn from each other without a teacher. In fact, the textbook is its teacher. We are teachers and students alike. When acquiring knowledge, teachers and students are often enlightened by reading textbooks repeatedly. In the process of perceiving textbooks, we unconsciously learn what we want to learn and finally understand textbooks. Moreover, teachers, students and knowledge acquisition are not necessarily taught by teachers in the classroom. Self-study is often an important means for us to acquire knowledge. We often say that books are our best teachers. As the old saying goes, reading is more than ten thousand volumes, and writing is like god's help. The novel How Steel was Tempered has educated several generations. Therefore, we say that textbooks or books, as the object of education, sometimes play the role of subject teachers, give full play to the role and function of teachers, and at the same time have the leading role of learning, mobilize people's desire for knowledge, attract people to study by themselves, give full play to their subject attributes, become teachers for students and teachers, play the role of teaching subject, release the humanized function of things, and guide people into real life practice and achieve success. Suhomlinski, a world-famous educator, famously said, "Living in the world of books means appreciating the beauty of thinking, enjoying cultural wealth and making yourself more noble." As Gorky said, books are the ladder of human progress.
After combing and judging, we can draw an innovative conclusion: the textbook also has three characteristics, namely, the dominance, objectivity and humanization of things. The latter two characteristics are the same as teachers and students, and their successive changes are the result of their respective dominant attributes.
3. The characteristics of teachers, students and teaching materials and the conjecture of dialectical changes in the relationship between subject and object.
We discuss the theory of teaching subject. I think teachers, students, teaching materials (even teaching environment) all have the attributes and opportunities as the subject of classroom teaching, and so do the functions as the object. We can't see or touch them, and they can be clearly understood by us after being filtered by our thinking, because they can assume that they have one (but not the only) corresponding feature of this arrangement, namely: first, the individual characteristics of teachers, the dominant, subjective and anthropomorphic object attributes; Second, the characteristics of students, anthropomorphic object attributes, dominance and subjectivity; Third, the characteristics of teaching materials, the subjective attributes of objectivity, dominance and humanization. This is only a short-term change in the theory of "dialectical subject" in classroom teaching. In actual teaching, according to the changes of teachers' basic skills, teaching ability, teaching consciousness, students' foundation, acceptance ability, learning consciousness and teaching environment, there will be endless variables. This is just an example.
To sum up, what is the source of the change in the subject-object status of teachers, students and textbooks? We say that they have the same characteristics and dominance. This advantage is the source of their change. This source power is the correct understanding and grasp of classroom teaching rhythm, teaching phenomenon and teaching law by human initiative, and it is the flowing embodiment of teaching law.
In order to distinguish the original "teacher-led, student-centered" classroom teaching subject theory, we call the dialectical interaction and mutual influence of teachers, students and teaching materials (even the teaching environment) as the classroom teaching subject theory for the time being.
Four. Discussion on whether the teaching environment can become the main body.
The determinism of environmental education has its positive side. We know that any kind of teaching is inseparable from the environment, and creating a good teaching atmosphere is conducive to the improvement of teaching quality. At present, environmental teaching is also rising quietly, which has a great potential for vigorous development. Teaching environment can be divided into classroom teaching and extracurricular teaching, and teaching environment can also be divided into extracurricular environment and classroom environment. The division of object status and its characteristics
The running water will not rot, and our vision will become wider and wider, that is, whether we can retain the advantages of this theory as soon as possible in teaching practice and discard the shortcomings of the "useless" era.
In fact, in order to improve the theoretical level of teachers' education and teaching, the theory of teaching subject is written as an independent chapter, and its position is generally evident. However, most of us refer to historical classics, teachers, students, teachers and students. While we acquiesce in the classroom teaching concept of "teacher-led and student-centered", there is an absolute or closed induction in the theoretical research and practice of classroom teaching mode; Only the theory summarized by teachers from teaching practice can stand the test and scrutiny of practice and extract the strengths or similarities of other disciplines' theories. We should re-understand specific phenomena according to the objective situation reflected in teaching experiments. We regard "teacher-led, each shines brilliantly, a hundred schools of thought contend, the teaching environment with its own characteristics and the relationship between them as a discipline theory, which is not enough to support modern brand-new teaching and research achievements; Sixth, reality can't cut off history, which is conducive to the vigorous development of our educational activities and teaching practice activities. According to the theory of historical materialism that man is the subject of social practice, only by abandoning the dross of various subjectivity theories and carrying forward their essence can we let go of our burden and get closer to our goal.
2. Thinking and research: 1. The theories or viewpoints summarized by educational experts according to educational and teaching phenomena do not conform to the essential laws of objective things.
Second, the debate about the theory of subject and object in classroom teaching tends to subside. It is necessary to further explore the subject theory of classroom teaching, and at the same time, it has brought new vitality and injected fresh blood into pedagogy theory. It only belongs to the application of specific ideas of teaching models and methods, and cannot be promoted to a subject theory.
1, the theoretical background of "teacher-oriented, student-centered" classroom teaching, and the proposal and discussion of "dialectical subject" theory in classroom teaching.
1。 So far, we have put forward the subject theory of "teacher-led and student-centered", which we all agree with. Phenomenon reflects the essence, but this phenomenon is a virtual image or only a side view, which can not fully reflect the true essence of objective things. Second, there is no clear understanding of the essential attributes of things, which is a dominant objective thing. We should consider how to enrich the theoretical work of the theory of subject and object in the new classroom teaching, which is conducive to carrying forward the essence of China's traditional educational thought and the rapid development and reform of our current educational theory. As for whether everyone can really get the meaning of "teacher-led, new theory" in teaching practice research.
With the continuous progress of the times, the advantages and disadvantages of the "student-centered" classroom teaching theory no longer meet the requirements of dialectics. Only when we understand it correctly and compare it with "textbook-centered theory" and "double subjectivity theory" will we not blindly bump into it or go astray.
Therefore, I think "teacher-led; Fifth, the style of "teacher-oriented and student-centered" as a discipline theory is too high, but it is more accurate to say that it is a teaching model or concept under the guidance of a certain discipline theory; Moreover, it is necessary to look at its theoretical formulation and viewpoint from two aspects, and optimize the viewpoint or hypothesis of "dialectical subject" theory in classroom teaching, which has been arguing with everyone about the way out of classroom teaching subject theory. At present, the three main aspects of teaching materials have effectively promoted the development of education and teaching in China and the discussion of "student-centered" theory.
Forgetting history is betrayal, and reality cannot cut off the discussion of history, the relationship between students' subject and object, and their own characteristics.
When considering any problem, we can't take principle as the starting point of fact. It is rich in theories, including teacher-centered theory, which is the most needed discussion and reform in the field of pedagogy. When most people write books on educational theory, they should first look at what subjective theory it is dominated by and critically inherit it. It further clarifies the status relationship between teachers and students in classroom teaching-the relationship between guidance and guidance, that is, the relationship between teaching and learning, which effectively improves the vitality of classroom teaching. On the basis of effectively improving the quality of classroom teaching, I think there are the following misunderstandings in the theory or statement that students are in the dominant position. The concept of new curriculum reform has gradually developed and matured. In view of the limitations of the previous subjectivism in many aspects, is it possible for teaching materials and educational environment to become the main body, and it is inevitable to see the problem accurately?