摘要
伴随着信息社会的到来以及教学改革过程中对高效课堂的盲目追求,很多课堂教学呈现出技术化现象。实际的课堂教学中,教学技术化可以细分为器物形态、工艺形态和智能形态三个维度,每种形态的技术化又因其维度差异呈现出不同的价值悖论表征。课堂教学技术化的价值悖论将技术置于一种尴尬境地,教学活动中的师生主体不但没有因为技术的使用获得应有的解放,反而陷入被技术控制的状态。技术化的结果,不仅导致了教学本身的异化,而且进一步造成教学中人的异化,与教学的育人初衷严重背离。要超越当下课堂教学技术化的价值悖论,就必须在技术更新的基础上完成技术观的转变,即在理性认识技术,反思技术化倾向同时,发挥制度的规约和保障作用。
Along with the rising of information society and blind pursuit of effective classroom teaching during teaching reform,classroom teaching becomes technical.In classroom teaching,technical teaching is divided into utensils form,technology form and intelligence form,where each form displays diverse value paradox characteristics because of different dimensions.The value paradox of classroom teaching technicalization makes technology embarrassed,where teachers and students in teaching not only didn't get liberated benefited from the implementation of technology,but also controlled by technology.The result is not only the alienation of teaching itself,but also the alienation of teachers and students,serious departing from the original educational function of teaching.To transcend the current value paradox of classroom teaching technicalization,the view of technology transform based on technology updating is request,that is,the system'govern and guarantee function should be developed and at the same time we should treat technology with rationality and rethink technicalization.
出处
《教育科学》
CSSCI
北大核心
2013年第4期45-49,共5页
Education Science
关键词
课堂教学
技术化
价值悖论
超越
classroom teaching
technicalization
value paradox
transcend
