本文選題：均衡 + 教學(xué)均衡��； 參考：《華東師范大學(xué)》2011年博士論文

【摘要】：教育均衡是一個(gè)多層面、多主體的系統(tǒng)行為,總體來(lái)說(shuō),它可以分為外延性均衡和內(nèi)涵性均衡兩類。外延性均衡關(guān)注的是教育系統(tǒng)整體的資源配置,多屬物質(zhì)方面的均衡,是教育均衡發(fā)展的基礎(chǔ)性條件,考慮的是不同區(qū)域之間、同一區(qū)域不同學(xué)校之間的條件性均衡,重點(diǎn)在于改造薄弱地區(qū)或同一地區(qū)內(nèi)薄弱學(xué)校的辦學(xué)基本條件,責(zé)任主體在于各級(jí)政府,因而屬于教育政策研究的宏觀問(wèn)題。外延性均衡為內(nèi)涵性均衡創(chuàng)造了條件,掃除了障礙,國(guó)家也已明確表示現(xiàn)階段我國(guó)教育發(fā)展的重點(diǎn)要從外延性均衡向內(nèi)涵性均衡轉(zhuǎn)變。而內(nèi)涵性均衡主要指教育發(fā)展質(zhì)量的整體提升,以學(xué)生素質(zhì)的全面養(yǎng)成為取向,重點(diǎn)關(guān)注的是人本身的發(fā)展,其責(zé)任主體是教師和學(xué)生。它是教育的本質(zhì)所在,外延性均衡如果最終不能轉(zhuǎn)化和落實(shí)到內(nèi)涵性均衡層面,那么其意義也將喪失,“漂亮的校園環(huán)境、尷尬的教學(xué)質(zhì)量”將成為一些不注重內(nèi)涵發(fā)展中小學(xué)校的寫(xiě)照。因此,教育均衡最終要落實(shí)到學(xué)生個(gè)體生命質(zhì)量的均衡上。而這種內(nèi)涵性均衡主要通過(guò)教育系統(tǒng)內(nèi)部,特別是學(xué)校層面的教育教學(xué)改革來(lái)實(shí)現(xiàn)。本文將落腳點(diǎn)放在教學(xué)這個(gè)微觀層面,其意在于一是與宏觀的教育均衡相區(qū)別,二是將學(xué)校內(nèi)的教育寓于教學(xué)之中,“通過(guò)教學(xué)來(lái)實(shí)現(xiàn)教育”。 教學(xué)失衡現(xiàn)象在教學(xué)實(shí)踐中的存在,主要表現(xiàn)為教學(xué)思維上的二元對(duì)立、教學(xué)資源的主體間分配不平等、教學(xué)實(shí)踐追求上的重智輕情、教學(xué)行為上的重教輕學(xué)以及教學(xué)組織形式上的過(guò)于重視有序與控制,而忽視了無(wú)序與創(chuàng)新。要解決這些教學(xué)失衡問(wèn)題,相應(yīng)地應(yīng)通過(guò)教學(xué)均衡來(lái)實(shí)現(xiàn)。教學(xué)均衡是基于教學(xué)合目的性和合規(guī)律性基礎(chǔ)上,通過(guò)自主與合作,充分發(fā)揮教師和學(xué)生的主體性與主體間性,借助教學(xué)組織形式變革所實(shí)現(xiàn)的教學(xué)優(yōu)質(zhì)化過(guò)程。教學(xué)的差異性均衡則是指在尊重學(xué)生個(gè)體和群體差異的基礎(chǔ)上,教師對(duì)教學(xué)進(jìn)行主動(dòng)地調(diào)節(jié),以響應(yīng)學(xué)習(xí)者的不同需要、促進(jìn)學(xué)習(xí)者多元優(yōu)質(zhì)發(fā)展的過(guò)程。教學(xué)均衡是一種內(nèi)涵性均衡,因而它不能像外延性均衡那樣實(shí)行標(biāo)準(zhǔn)化推進(jìn),而是一個(gè)差異化實(shí)施的過(guò)程,即基于不同學(xué)生在發(fā)展中遇到的不同問(wèn)題,有針對(duì)性地實(shí)施差異化教學(xué)的過(guò)程。同時(shí),教學(xué)差異性均衡還是一個(gè)專業(yè)性、動(dòng)態(tài)性和智慧性的過(guò)程。教學(xué)差異性均衡本身是一個(gè)復(fù)雜系統(tǒng),可以分為基礎(chǔ)構(gòu)成和主干構(gòu)成。基礎(chǔ)構(gòu)成包括本體性均衡和理論性均衡,主干構(gòu)成包括目的性均衡、主體性均衡、行為性均衡和評(píng)價(jià)性均衡這四個(gè)方面。這六個(gè)方面的均衡既相對(duì)獨(dú)立,又動(dòng)態(tài)聯(lián)系,共同組成教學(xué)均衡系統(tǒng)。 教學(xué)差異性均衡的形成也受多種因素的影響,主要可以分為物的因素、人的因素和制度性因素,人是其中的核心因素,而好的制度不僅能發(fā)揮平衡器的作用,而且能激發(fā)人的能動(dòng)性,使新的資源得以產(chǎn)生。教學(xué)差異性均衡的形成是一種人為的主動(dòng)性過(guò)程,需要教師轉(zhuǎn)變二元對(duì)立的教學(xué)思維,對(duì)多元教學(xué)思想進(jìn)行融會(huì)貫通,并根據(jù)教學(xué)理念的要求建立與之相適應(yīng)的合作型教學(xué)組織形態(tài),而最重要的是通過(guò)建立有效的團(tuán)隊(duì)合作激勵(lì)機(jī)制,既使學(xué)生主體能動(dòng)性的得到充分發(fā)揮,同時(shí)也通過(guò)主體間性的形成,使過(guò)度的主體性得到制度性的規(guī)約。在過(guò)程上,教學(xué)均衡有一個(gè)由低到高、先外后內(nèi)的過(guò)程,教學(xué)外均衡指的是教學(xué)資源配置的均衡,包括物質(zhì)性資源、人力性資源和制度性資源三個(gè)方面,它們是實(shí)現(xiàn)教學(xué)均衡的基礎(chǔ)性條件。教學(xué)內(nèi)均衡則是指教學(xué)的價(jià)值和質(zhì)量均衡,包括教學(xué)核心理念的形成、教學(xué)實(shí)踐模式的建構(gòu)以及師生綜合素質(zhì)的全面提升。 教學(xué)差異性均衡是一個(gè)復(fù)雜的系統(tǒng)性行為,并遵循一定的規(guī)律,在此基礎(chǔ)上,本研究嘗試構(gòu)建教學(xué)均衡的模型。其理論依據(jù)為吉登斯的結(jié)構(gòu)化理論、自主學(xué)習(xí)與合作學(xué)習(xí)理論以及差異教學(xué)理論等,模型分為二大部分,其一為系統(tǒng)準(zhǔn)備,即為實(shí)現(xiàn)均衡的文化系統(tǒng)和資源系統(tǒng),在教學(xué)均衡中起著價(jià)值引導(dǎo)和物質(zhì)準(zhǔn)備的作用。其二為教學(xué)均衡的層次與環(huán)節(jié),主要從個(gè)體和群體兩個(gè)層面來(lái)分別闡述教學(xué)均衡的環(huán)節(jié)構(gòu)成,使學(xué)生個(gè)體與群體形成良性互動(dòng),最終實(shí)現(xiàn)兩者共同的發(fā)展。 教學(xué)差異性均衡從本質(zhì)上說(shuō)是一個(gè)實(shí)踐問(wèn)題,因而必須將均衡觀念轉(zhuǎn)化為實(shí)踐行為,并在實(shí)踐中得到有效的實(shí)施。首先,在教學(xué)目的取向上,教師要綜合多元的教學(xué)目的,從價(jià)值和諧的角度,構(gòu)建教學(xué)主體生命場(chǎng),使班級(jí)成為和諧的師生生命共同體。其次,作為一個(gè)生命共同體,就要關(guān)注學(xué)生的情智發(fā)展,通過(guò)感情調(diào)節(jié),遵循感情表達(dá)的規(guī)則,使情與智得到和諧的統(tǒng)一。再次,針對(duì)教與學(xué)的失衡,需要進(jìn)行行為轉(zhuǎn)換,其中最重要的就是要讓學(xué)生的被動(dòng)性行為轉(zhuǎn)化為自主性行為、單主體的封閉性學(xué)習(xí)行為轉(zhuǎn)化為多主體的合作性行為。同時(shí),實(shí)現(xiàn)教師主體行為的合理讓渡,給學(xué)生賦權(quán)增能,通過(guò)建立游戲共同體,實(shí)現(xiàn)教學(xué)世界與生活世界的融通。最后,要實(shí)現(xiàn)教學(xué)均衡離不開(kāi)組織的變革。在充分利用班級(jí)授課制優(yōu)勢(shì)的前提下,應(yīng)通過(guò)建立合適的學(xué)習(xí)小組,以自主學(xué)習(xí)和合作學(xué)習(xí)相結(jié)合的形式,使個(gè)體和群體都能得到均衡的發(fā)展。
[Abstract]:Educational equilibrium is a multifaceted, multi-agent system behavior. In general, it can be divided into two categories: Epitaxy equilibrium and connotative equilibrium. The epitaxy equilibrium concerns the overall resource allocation of the educational system, the equilibrium of the material aspects, the basic conditions for the balanced development of education, and the difference between the different regions and the same region. The conditional equilibrium between school and school is focused on the transformation of the basic conditions of school running in weak areas or in the same area. The main responsibility lies in the government at all levels. Therefore, it belongs to the macro problem of the study of education policy. The extension equilibrium creates conditions for the connotation equilibrium. The emphasis of educational development should be changed from denotative equilibrium to connotative equilibrium. The connotation equilibrium mainly refers to the overall promotion of the quality of education development, with the all-round development of the students' quality, focusing on the development of the person itself, the main responsibility of which is the teacher and the students. It is the essence of education and the extension equilibrium if it is not final. It can be transformed and implemented to the connotation equilibrium level, then its significance will also be lost. "The beautiful campus environment, the awkward teaching quality" will become the portrayal of some schools which do not pay attention to the development of the primary and secondary schools. Therefore, the balance of education should be carried out on the balance of the individual quality of life of the students. In this paper, the education and teaching reform, especially at the school level, is put into practice. This article puts the point on the micro level of teaching, which is to distinguish from the equilibrium of the macro education. The two is to teach the education in the school and to realize education through teaching.
The existence of the phenomenon of teaching imbalances in the teaching practice is mainly manifested in the two yuan antagonism in the teaching thinking, the unequal distribution among the subjects of the teaching resources, the heavy intelligence in the pursuit of the teaching practice, the emphasis on the teaching behavior, the excessive emphasis on order and control in the form of teaching organization, and the neglect of disorder and innovation. Some of the problems of teaching imbalance should be realized through teaching equilibrium. Teaching equilibrium is based on the goal and the regularity of teaching. Through autonomy and cooperation, the process of teaching quality is realized through the reform of the teaching organization form by the teachers and students' subjectivity and the intersubjectivity, and the difference of teaching is balanced. On the basis of respect for students' individual and group differences, teachers adjust the teaching actively to respond to the different needs of the learners and promote the multi - quality development of the learners. Teaching equilibrium is a kind of connotation equilibrium, so it can not be standardized as an epitaxy equilibrium, but a differential implementation. The course, based on the different problems encountered by different students in the development, has the process of implementing differential teaching. At the same time, the balance of teaching difference is still a process of professional, dynamic and intelligent. Teaching difference equilibrium itself is a complex system, which can be divided into basic composition and main constitution. The basic composition includes ontology. Sexual equilibrium and theoretical equilibrium, the backbone consists of four aspects: Objective equilibrium, subjective equilibrium, behavioral equilibrium and evaluation equilibrium. The balance of the six aspects is both relatively independent and dynamic, together to form a teaching equilibrium system.
The formation of the balance of teaching difference is also influenced by many factors, which can be divided into physical factors, human factors and institutional factors. People are the core factors. The good system can not only play the role of the equalizer, but also stimulate the activity of the people and make the new resources come into being. The formation of the balance of teaching difference is a kind of person. In the course of the initiative, teachers need to change the teaching thinking of the two opposites, integrate the multiple teaching ideas, and establish a cooperative teaching organization according to the requirements of the teaching idea, and the most important thing is to establish an effective team cooperation incentive mechanism to make the students' subjective initiative fully developed. In the process, the balance of teaching is a process from low to high to the outside, and the balance refers to the balance of the allocation of teaching resources, including three aspects of material resources, human resources and institutional resources, which are the realization of teaching. The internal balance of teaching means the balance between the value and quality of teaching, including the formation of the core idea of teaching, the construction of the teaching practice mode and the comprehensive promotion of the comprehensive quality of the teachers and students.
Teaching difference equilibrium is a complex systematic behavior, and follows certain rules. On this basis, this study tries to build a model of teaching equilibrium. The theoretical basis is Giddens's structured theory, independent learning and cooperative learning theory and differential teaching theory. The model is divided into two parts, one is system preparation, that is, The realization of a balanced cultural system and resource system plays a role of value guidance and material preparation in the balance of teaching. Secondly, the level and link of the balance of teaching, mainly from two aspects of the individual and the group, respectively expounds the composition of the link of teaching equilibrium, making the student individual and the group forming a benign interaction, and finally realizing the common development of the two.
In essence, the balance of teaching is a practical problem, so it is necessary to transform the concept of equilibrium into practical behavior and to be effectively implemented in practice. First, in the orientation of teaching purposes, teachers should build up the life field of teaching subject from the angle of harmonious value and make the class a harmonious student student student. Secondly, as a community of life, it is necessary to pay attention to the development of the students' emotional intelligence, to adjust the feelings and to follow the rules of emotional expression, to make the unity of emotion and wisdom harmoniously. Again, the unbalance between teaching and learning requires the conversion of behavior, and the most important is to make the passive behavior of the students into autonomous behavior. The closed learning behavior of the single subject is transformed into a multi subject cooperative behavior. At the same time, the rational transfer of the teacher's main behavior, the empowerment of the students and the establishment of the game community to achieve the integration of the teaching world and the life world. Finally, the reform of the teaching balance should not be separated from the organizational change. The advantages of the class teaching system are fully utilized. Under the premise of establishing a suitable learning group and combining autonomous learning with cooperative learning, we can achieve balanced development of individuals and groups.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G420

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