让“沟通”成为“传道、授业、解惑”的桥梁

杜威的“沟通”思想缘于他对传统教育的批判,在《民主主义与教育》中他提出“教育即生活、学校即社会、从做中学”,“生活、社会、学”渗透了强烈的沟通理念。课堂教学是学校教育的核心,师生双方通过沟通完成教学任务,达成育人的目的。课堂上如果师生间沟通不畅,传道、授业、解惑将面临着严峻的挑战,其中最棘手并亟待解决的是课堂问题行为。但在学生主体教育理念刚起步的中国,学生在教学中基本还处于被动学的地位,若把沟通效果的考察落实到学生的改变上不切合我国实际,也存在操作上的困难。本文通过对中小学有效教师与无效教师的课堂沟通差异性进行对比、分析,找到这两类教师课堂沟通差异的原因及策略,从提高教师沟通能力和专业素养入手,去降低中小学生课堂问题行为的发生次数。

On"Communication"as the Bridge of"Propagating the Doctrine,Imparting Professional Knowledge,and Resolving Doubts"

Dewey's thought of"communication"stems from his critique of traditional education.In"Democracy and Education",he proposed that"education is life","school is society",and"learning by doing",and a strong concept of communication is infiltrated in"life,society,and learning".Classroom teaching is the core of school education.Teachers and students communicate with each other to complete teaching tasks and achieve the purpose of educating people.In the classroom,the communication between the teacher and students is not smooth,and propagating the doctrine,imparting professional knowledge,and resolving doubts will face severe challenges.The most difficult and urgent problem is classroom behavior.However,in China,where the concept of student-oriented education is just beginning and students are still in a passive learning position in teaching,it is not practical to implement the examination of the effects of communication on student changes,and there are also difficulties in practical operation.This paper compares and analyzes the differences in classroom communication between effective teachers and ineffective teachers in primary and secondary schools,finds the reasons and strategies for the differences in classroom communication between these two types of teachers,and reduce the occurrence of problematic behaviors in classroom teaching for primary and secondary school students by improving teachers'communication ability and professionalism.