First, teaching: "communication" and "cooperation" activities
"No communication, no teaching" is of course the basic axiom. Teaching is a kind of intensive, high-density and multi-structure communication activity, in which various, multi-level and multi-dimensional communication situations and relationships are formed. Like all social communication processes, teaching and learning in teaching activities focus on the network relationship between objective conditions and subjective elements. In other words, all teaching activities, no matter in what form, are included in the basic relationship between teaching and learning. From this perspective, teaching and learning are a pair of interrelated concepts. Teaching takes learning as the intrinsic element, and learning takes teaching as the intrinsic element. Teaching and learning in teaching activities is a unique social phenomenon formed by educators and learners in social communication, and it is also a phenomenon of communication and cooperation. This phenomenon is the starting point of discussing teaching theory.
Teaching and learning in teaching activities not only form a one-to-one relationship between teachers and students, but also form multiple network relationships between students, teachers and students, and between students and students. Teaching activities are carried out in this network relationship. Therefore, the relationship between various subjects and roles in teaching communication has created complex relationships between subjects and roles. Teachers and students are the teaching "collective subjects" with the main position in this network relationship and role relationship respectively. In the traditional teaching theory, teaching is generally regarded as a cognitive process, emphasizing the particularity of the teaching process. In the theory of "lifelong learning", the function of transferring knowledge has been squeezed out of the original central position, and replaced by the communication function with various information as the medium and the value evaluation and judgment function with the exchange of thinking, opinions and knowledge as the index. Therefore, in the new teaching function theory, teaching is first understood as a social process. Educators and educatees pay attention to the analysis, processing and synthesis of information in teaching and the integration of classroom teaching and off-campus learning, which is a new and fundamental function of teaching activities.
Teaching is a process of creating language culture and communication culture, and it is also a process of laying the foundation for each student's academic growth and personality growth. Teaching is a kind of communication culture between teachers and students who have knowledge of teaching theory. This kind of culture is a manifestation of the realistic sexual relationship between subjects, and souls collide in the relationship of communication and communication, thus providing opportunities for "discovering the world", "discovering oneself" and even "discovering each other". American scholar Boyle believes that the school should be a "learning body" formed by the interaction between teachers and students, and its central mission is to give all children the right to receive quality education. The setting of educational goals should aim at the formation of children's overall personality, that is, aiming at children's educational needs, social needs, emotional needs, physical needs and moral needs. Therefore, "learning from the same body" is first of all an environment of cooperative culture, and each member should have more cooperation and care; Secondly, since childhood is the era of language learning, the most basic goal of learning androgyny should be to develop each child's bibliographic language and spoken language, and basic language ability is the basis of all learning.
Second, dialogue and text: the reconstruction of "teaching" and "teaching" concepts
Klingberg pointed out: "In all teaching, there is dialogue in the broadest sense. ..... No matter which teaching method is dominant, this kind of interactive dialogue is a necessary symbol of excellent teaching ". In his view, teaching is all kinds of dialogues and has the nature of dialogue. This is the principle of teaching dialogue.
The process of teaching "dialogue" can be grasped by the concept of "text", that is, from the whole process of "text production and text acceptance" Teaching text is produced and accepted in the process of teaching communication, which can be regarded as the whole of conversation text and reading and writing text, as well as dialogue text and monologue text. This kind of teaching text is an extremely complicated product created by the cooperation between teachers and students. It mainly includes texts such as curriculum reform guide or policy consultation, policy texts such as subject curriculum standards and teaching guidance, texts in scientific or cultural fields that provide teaching content, professional texts of textbooks and teaching materials, audio-visual texts such as TV and video, instructional design texts, language texts of teachers' questions or questions, language behaviors of students in homework or reports, language operations of teachers (students) in teaching, and texts produced after teaching. Judging from the actual operation of the production and acceptance of "teaching texts" in China, there are two problems that need to be studied urgently:
? ? 1, the broad definition of textbook concept and its compilation. Teaching is an extremely complex dynamic process composed of various elements, and the structure of teaching is usually composed of three elements-teachers, students and teaching materials (teaching media). However, as these three elements, the connotation of "teaching materials" is ambiguous. The most common and broad definition of teaching materials is: teaching is all kinds of books, audio-visual materials, electronic materials and so on. Teaching materials are the most representative core materials used by teachers in teaching behavior. Textbook reform is nothing more than adopting two strategies: either quantitative simplification or qualitative structural reform. In China, the first method has been adopted in the curriculum reform for half a century, which can reduce students' learning burden, but the factors that constitute the academic burden mainly depend on the level of each student's "cognitive structure" and "learning motivation". Therefore, it is not feasible to consider reducing the burden across the board without considering the student subject, which has been proved in practice. Objectively speaking, textbooks with rich materials and flesh and blood are far more readable and attractive than adult and dogmatic textbooks. From this point of view, the compilation of teaching materials needs a series of intellectual operations and technical means to prepare.
The "core knowledge" and "core knowledge course" introduced by Hills from the perspective of "cultural literacy" are worth learning. Boyle pointed out that basic schools must define "core knowledge" before considering the subject setting. The so-called "core knowledge" refers to the common experience of all people and the indispensable conditions for human survival that give us meaning in life. Including life cycle, consistent use, collective membership, space-time consciousness, aesthetic response, dependence between man and nature, production and consumption, and noble existence. Basic schools should design disciplines or fields around these core knowledge, and gradually develop in a complex spiral way to form a consistent and integrated curriculum. For many years, our curriculum textbook reform lacks the distinction of "cultural content-educational content-teaching materials (textbooks)" and the grasp of its operating procedures.
Today's textbook reform actually extends to the development of a whole set of teaching media. Teaching materials are not limited to textbooks, but should be typical and specific. In essence, the concept of teaching materials contains three basic elements: facts, concepts, rules and theories are planned as students' knowledge system; Closely related to knowledge, it is helpful to systematically master various abilities and skilled skills, various steps, working methods and skills in psychological and practical work; The close combination of knowledge and ability system lays the foundation of world outlook, which is manifested in belief, politics, world outlook and moral understanding, concepts and norms.
2. Informatization of teaching environment and daily life. Teaching is not a simple process of knowledge indoctrination or knowledge transplantation. The real teaching process should be said to be the process of interaction between learning subjects (students) and education subjects (teachers and environment). The logic of the teaching process lies in promoting the communication between teachers and students with unique realistic situations. Teaching cannot be satisfied with indirect experience and virtual communication, because the construction of knowledge depends on the support of existing knowledge and experience. Language and dialogue have received further attention in today's teaching, which is due to the following three backgrounds: (1) technical media has opened up a new dimension of communication between two people and led to qualitative change; (2) The rapid social change reduces students' direct experience; (3) The system of exam-oriented education and the screening function of schools, teaching can not fully meet these requirements. Faced with these situations, it is more important to return to life and be close to life teaching. Therefore, the informationization and living of the teaching environment actually puts forward the topic of how to make our teaching not only originate from the specific situation but also transcend the specific situation.
Third, the transformation of teaching norms.
The above investigation actually touched on two aspects: first, the disadvantages of traditional teaching communication; The second is the innovation of teaching communication. The main problems existing in the form of teaching communication are: taking the podium as the center (teacher center); Question and answer ceremony (question and answer); Default teaching (ignore generation). "Student-centered teaching" is a slogan since "Children's Century", which represents a development trend of pedagogy and teaching theory. It is neither teacher-centered nor student-centered, but student-centered teaching. Based on the above considerations, Klingberg put forward the "syllogism" of teaching theory. 1. Teaching is the process of teacher guidance, which is the principle of teacher guidance. 2. Students must be in an active and increasingly conscious learning subject position, which is the principle of student autonomy; 3. The role of teacher guidance in students' autonomous activities is two sides of a teaching phenomenon, which can be analyzed and grasped as a contradiction of teaching phenomenon. This contradiction is constantly produced, denied and reappeared, which is the basic nature of teaching theory.
For a long time, China's classroom teaching has consciously or unconsciously followed the value orientation of advocating "teacher authority", adhering to "knowledge standard" and advocating "elitism". Classroom teaching, which combines the above three teaching values, denies that the essence of teaching lies in communication and cooperation, deprives students of their status and power as the main body of learning, thus denying the real guiding role of teachers in teaching. The new curriculum is a challenge to the reform of every teacher's teaching norms. At present, the dominant theory of instructional design is still rationalism, that is, adopting the mode of scientific management and analysis. Dole, the representative of postmodern curriculum theory, put forward different views on this. He emphasized disorder, transformation, imbalance and gradual progress. Therefore, curriculum design should go beyond the modern "Taylor model" and replace it with an unbalanced, relevant and situational curriculum structure. The teaching plan should be diversified, flexible and effective, so as to broaden students' horizons. The new teaching standard should have the 4R pointed out by Dole, that is, richness-the course should have a profound and meaningful level, provide a variety of possibilities and explanations, have a proper amount of chaotic, unbalanced and vivid experience, and allow dialogue, explanation, hypothesis and typology; Regression-a process of reflection, aiming at developing the ability of organization, integration, exploration and interpretation; Relevance-the internal connection of curriculum structure and its connection with cultural context; Stiffness-exploring the potential hypotheses and the channels of coordination between these hypotheses, so as to make the dialogue meaningful and transformative.