巴班斯基教学过程最优化理论的批判性思考

本文指出了巴班斯基教学过程最优化理论的两个重要缺陷：一是忽视“学是教学矛盾发展的主体”，侧重于社会的、教师的外围建构教学系统；二是以僵死的“既定标准”来判断最优化问题，单一地采用了难以适应复杂教学系统的线性设计，并在此基础上提出，当今以信息化的特征的“新教育”要从学习最优化入手，以全面现实的标准和多极次非线性的思路来优化设计和进行方案检测。

A Critique of Babansky's Optimization of Teaching

This essay points out two faults in Babansky's optimization of teaching, that is, first, he emphasized too much on the part of society and teachers instead of the learners, the leading part in the contradictions of teaching and learning; second, he judged the optimization by an ossified established standard, and employed a linear pro- gram which is unfit for the complicated teaching alone. Based on above, this essay points out that today's New Education characterized by informationalization, by way of opti- mization of learning, must be designed and tested according to all the practical standards and a multipolar nonlinear theory.