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近年来,不少学者指出,教学具有双重性,即生成性与预设性。所谓预设性指的是:“作为受过系统的专业教育的教学人员,掌握了一定的教学理论和方法,故而能从理论出发,预测性地创设教学活动的过程与结果,是有科学理论支撑,因此是切实可行的。”不难发现,教学预设性的理念根植于基础主义的哲学观,它强调人类的文化知识已然存在着一个牢靠的基础,而教学理论研究的任务便是寻找这个基础,且以此构建教学的规律体系。而教学生成性则指的是:“受教者更多的时候是从自身的角度提出同教师所预设不同的内容和方法,也就是说教师所预设的教学过程与结果并不一定能够在教学实践中得到全面的实现,此时就使得生成性教学活动具有了一定的生成性。”
In recent years, many scholars have pointed out that teaching has duality, that is, generative and presupposition. The so-called presupposition refers to: “As a systematic and professional education of teaching staff, mastered a certain teaching theory and method, it can proceed from the theory, the process of predicting the creation of teaching activities and results, there is a scientific theory It is not difficult to find that the preconceived notion of teaching is rooted in the philosophical view of fundamentalism, which emphasizes that there is a solid foundation for human cultural knowledge, and the task of teaching theory is Find this foundation, and thus build the teaching of the law system. The teaching of students means that: ”The more often the teacher is from their own point of view with the teacher presupposed different content and methods, that is, teachers pre-set teaching process and the results are not necessarily Can get the full realization in the teaching practice, at this time makes the generative teaching activity has a certain generativeness. "