本文關鍵詞： 活動 活動教學 活動方式 有效 操作　出處：《西南大學》2010年博士論文　論文類型：學位論文

【摘要】： 活動是人存在和發(fā)展的基本方式,它是人的本質力量,是人的個體存在、社會生活以及人類歷史發(fā)展的基礎,是一個主體與客體相互轉化的過程。鑒于活動是連接主體與客體的通道,人便是在作為主體的自我與作為客體的諸種事物與現(xiàn)象的交互作用中獲得發(fā)展的,不斷實現(xiàn)其本質力量由客體向主體的回歸,從而創(chuàng)造出一個新的精神個體,建構其新的心智結構。教育教學體系作為活動的基本存在,不但豐富了活動本身的內涵,更將其中的活動教學發(fā)揚光大,實現(xiàn)了活動教學的體系建構,由此,作為活動教學基本方式的活動方式理應成為活動教學的基本構成,并為促進學生的全面發(fā)展提供實踐切入點和為活動教學理論的發(fā)展與建構提供基本理論支持。 活動教學有著悠久的歷史,而活動方式也由來已久。但是,在以往的活動教學研究中,對活動方式的解釋僅限于對各種活動方式的一般性說明和描述,沒有把對活動方式的選擇和應用落實到具體實踐操作中,使得在學校中進行的所謂的活動教學流于表面和形式,這大大降低了活動教學的有效性。本研究基于對以上問題的深入反思,從哲學、心理學、教育學等方面,對活動與活動教學的基本內涵、結構、特征、運行機制等進行了探討,明晰了本研究的理論基礎及基本概念,并從學生發(fā)展與素質生成等價值出發(fā),確立了有效活動教學方式的基本特征及其實踐功能,為后續(xù)研究提供了理論和闡釋框架。 活動方式是活動教學實現(xiàn)的基本手段和基本環(huán)節(jié),它體現(xiàn)了活動教學的各種價值表征,我們只有在深刻了解和理解活動教學中活動方式的現(xiàn)實狀態(tài)的前提下,才能對活動方式的有效性進行理論與實踐檢證。本研究在總結、歸納、分析由現(xiàn)場觀察、活動錄像、深度訪談、案例分析等獲得的現(xiàn)狀調查結果之后發(fā)現(xiàn),活動方式在活動教學中表現(xiàn)出了與學習方式對立、在活動教學理論建構中的缺失、與常用教學方法的混為一談、活動模式僵化、重花樣輕效用等各種問題,這為活動教學有效開展帶來了障礙。鑒于此,本研究深刻審視了活動教學中活動方式的影響因素,并對其有效實踐提出了策略建構,以為有效活動方式的選擇提供方向。 活動教學因其目標和任務性質的差異而要求采取不同的活動方式,只有根據(jù)活動教學的目標和任務性質選取的活動方式才具有效用。而這首先需要我們對活動方式本身有清晰的認識,本研究歸納提煉了探究型活動方式、交往型活動方式、體驗型活動方式和創(chuàng)造型活動方式四種典型的活動方式,并分別對這四種類型活動方式的內涵、意義、表現(xiàn)類型、操作模式與流程、教學策略、應用要點進行了深層次探索。由于一定的操作模式與流程可以有效地給學校和教師們提供一條達到理想目標的現(xiàn)實化途徑,本研究所精煉的四種典型活動方式更多強調的是一種理念的滲透、突出基本操作的要素,注重概括性與引領性,淡化固定程式,力求為教師的創(chuàng)造性發(fā)揮提供更大的彈性空間。 評價是教學活動中非常重要的一個環(huán)節(jié),對活動方式評價的主要目的在于為教師改進教學方式和學生改進學習方式提供全面而具體的依據(jù),使評價為最大限度地促進每一個學生的各方面素質的全面發(fā)展服務。在有效活動方式的評價中,既要看這種活動方式是否有效促進了學生對知識的掌握、能力的提高、智力的發(fā)展、個性的養(yǎng)成,還要關注是否有效促進了教師的專業(yè)成長、教師與學生的交往以及教學過程的合理性、延續(xù)性、效能性等各個方面。鑒于此,本研究的最后一章在分析有效性評價現(xiàn)實失衡的基礎上對其進行了重新定位,進而提出對活動方式進行評價所要遵循的原則,最后對活動方式評價的目標制定、實施步驟和方法等操作性問題進行了深入探討,為活動方式的有效選擇和實踐提供參考。
[Abstract]:Activity is the basic way of human existence and development, it is the power of human nature, is the individual existence basis of social life and the development of human history, is the process of the conversion of a subject and object. In view of activity is connected to the subject and object of the channel is obtained in the self - development as with all kinds of things and phenomena of object interaction, to realize the essence of power from object to subject regression, thus creating a new spirit of the individual, to construct the new mental structure. Education system as the basic existence of activity, not only enrich the connotation of the activity itself, but will carry forward the teaching activities, the teaching system of construction activities, thus, as a basic form of activity teaching activities should be the basic form of teaching activities, and to provide for fully promote the development of students It provides basic theoretical support for the development and construction of the theory of activity teaching.
Activity teaching has a long history, but also long-standing activities. However, in the previous research and teaching activities, the activities of explanation of the method is limited to general description of various activities and description, not the application and selection of the activities of the implementation of specific practice, making teaching in school the so-called active and superficial form, which greatly reduces the effectiveness of teaching activities. This study in-depth reflection, based on the above problems from philosophy, psychology, education and other aspects, the basic connotation, the teaching activities and the structure, characteristics, operation mechanism is discussed, and the basic concepts of clarity the theoretical basis of this study, and starting from the students' development and quality formation of value, establish the basic characteristics and function of practice teaching mode effective activities, for the follow-up study provides a theoretical explanation and Frame.
Activity is the basic way and link the implementation of teaching activities, it embodies the value representation of activity teaching. The premise of our deep understanding and understanding only activities in the activity teaching mode under the realistic condition, by examining the theory and practice of effectiveness to activities. In this study, summary, induction, analysis by field observation, video, depth interviews, found after the survey results obtained the case analysis, activity in the activity teaching showed antagonism and learning, in the absence of activity in the construction of teaching theory, and teaching methods commonly used in the active mode is rigid, confused, heavy light utility patterns and other issues, the to effectively carry out teaching activities have brought obstacles. In view of this, this dissertation examines the factors affecting the activities in the teaching activities, and the effective practice and puts forward some strategies to build Construct the direction for the choice of the way of effective activity.
Because of the difference of the teaching objectives and tasks of nature and demand different activities, only according to the selected target and task properties of activity teaching activities to be effective. But the activity itself is first of all we need to have a clear understanding of this study summarized the inquiry activities and communicative activities. Experiential activities and creative activities of four kinds of typical activities, and each of these four types of activities the connotation, significance, types, operation mode and process, teaching strategies, application points of deep exploration. Due to the practical way of operation mode and process can be effectively to schools and teachers to provide a desired target, four typical activities in this study refined more emphasis is penetrating a philosophy, highlighting the basic elements for the operation In order to provide more flexible space for the creative exertion of teachers, we should pay more attention to the generality and guidance and desalination of the fixed program.
Evaluation is a very important link in the teaching activities, the main purpose of the evaluation activities is to provide a comprehensive and concrete basis for the improvement of learning methods for teachers to improve teaching methods and students, make the evaluation in order to maximize the promotion of each student's all-round development of all aspects of the quality of the service. In the evaluation of effective way of activities in this way, not only to look at the activities effectively promoted the students to master the knowledge, ability, intelligence development, the cultivation of personality, but also pay attention to whether to effectively promote the professional development of teachers, teachers and students communicative rationality, and the teaching process continuity, all aspects of performance. In view of this, the final part of this paper based on the analysis of the reality of the evaluation of the effectiveness of the imbalance on the re positioning, and then put forward to evaluate the activities of the principles to be followed, at the end of the In order to provide a reference for the effective selection and practice of the activity mode, the operational problems such as the target formulation, the implementation steps and the methods of the evaluation of the activities are discussed.

【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2010
【分類號】：G420

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