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悖論:如何傳授教學(xué)之道?

悖論:如何傳授教學(xué)之道?

David A. Kaplan 2011-10-20
如何向教師傳授教學(xué)方法?大衛(wèi)?K?科恩的著作——《教學(xué)及其困境》(對(duì)這一悖論進(jìn)行了論述。

????如何向教師傳授教學(xué)方法?大衛(wèi)?K?科恩的著作——《教學(xué)及其困境》(Teaching and Its Predicaments)對(duì)這一悖論進(jìn)行了論述。雖然該書(shū)開(kāi)出的藥方過(guò)于籠統(tǒng)——教師必須能夠做到換位思考、意志堅(jiān)決,同時(shí)社會(huì)必須提供支持,但是它對(duì)對(duì)教師面臨的任務(wù)所作的描述卻極為出色。現(xiàn)在77歲的科恩是密歇根大學(xué)(the University of Michigan)教育與公共政策學(xué)教授,他將教師與諸如心理治療師和牧師等“人類靈魂的導(dǎo)師”進(jìn)行對(duì)比。對(duì)這些專業(yè)人士而言,僅具備專業(yè)知識(shí)是不夠的。同樣,良好的意愿亦不足矣,否則更多的特許學(xué)校早就取得成功了。

????科恩稱,教學(xué)面臨的困境核心在于,教師(及其他“靈魂工程師”)的工作“離不開(kāi)對(duì)象的配合”。與之相反的是,無(wú)論病人是否配合,外科醫(yī)生都能完成手術(shù)。此外,外科醫(yī)生并不指望把病人變成“實(shí)習(xí)外科醫(yī)生”,而銷售人員也沒(méi)有期望提高顧客銷售吸塵器的能力。然而,教師只有“把自己的某些專業(yè)技能傳授給學(xué)生,幫助他們掌握這些技能”,才算取得了成功。因?yàn)閷W(xué)生是教室以外社會(huì)與經(jīng)濟(jì)因素的產(chǎn)物,所以,要求教學(xué)取得立竿見(jiàn)影的效果對(duì)教師而言顯然是沉重的負(fù)擔(dān)。這樣看來(lái),相對(duì)于醫(yī)生來(lái)說(shuō),我們對(duì)教師的期望值顯然更高。如果一個(gè)人因?yàn)轶w形肥胖、嗜睡慵懶去看心臟病專科醫(yī)生,結(jié)果很有可能是醫(yī)生也無(wú)法創(chuàng)造奇跡。

????長(zhǎng)久以來(lái),教學(xué)工作本身以及社會(huì)對(duì)教學(xué)工作的不滿一直是人們熱議的話題。但是,科恩表示,除非將教學(xué)的藝術(shù)從“墨守成規(guī)、缺乏想象力的機(jī)械實(shí)踐變成一種在學(xué)術(shù)上有遠(yuǎn)大志向、有進(jìn)取精神的事業(yè)”,否則教學(xué)改革就無(wú)法取得成功。他說(shuō),要做到這一點(diǎn),普通的課程設(shè)置和測(cè)驗(yàn)遠(yuǎn)遠(yuǎn)不夠。問(wèn)題在于,除此之外,科恩與其他的改革家一樣束手無(wú)策。因此,他呼吁培養(yǎng)更多兢兢業(yè)業(yè)的教師無(wú)異于尋求一張空頭支票。

????或許,他本應(yīng)該走出象牙塔,來(lái)解決更實(shí)際的問(wèn)題。為美國(guó)而教(Teach for America)招聘天資聰慧的應(yīng)屆大學(xué)畢業(yè)生充實(shí)城市教師隊(duì)伍,科恩對(duì)這一做法大加贊賞。但是,這些應(yīng)屆生通常很快就對(duì)這項(xiàng)工作失去了熱情,如何留住他們,科恩并無(wú)良策;對(duì)于資格認(rèn)證的結(jié)構(gòu)性問(wèn)題,科恩也沒(méi)有找到解決方法。眼下經(jīng)濟(jì)形勢(shì)黯淡,很多半路出家的專業(yè)人才意味著新鮮的師資人才庫(kù),但是大部分教育管理機(jī)構(gòu)仍然要求教師擁有教育專業(yè)的碩士學(xué)位。紐約市教學(xué)研究員(NYC Teaching Fellows)等項(xiàng)目通過(guò)簡(jiǎn)化資格認(rèn)證流程,降低了準(zhǔn)入門檻,但是它們僅是為數(shù)不多的特例。

????最后,科恩指出,近期大部分改革制定的方案只能臨時(shí)應(yīng)急,但改良教育“更像是一次長(zhǎng)征?!边@無(wú)疑使教育改革的未來(lái)更加暗淡。無(wú)論如何,該書(shū)對(duì)教育面臨的挑戰(zhàn)進(jìn)行了深入的思考和闡述。畢竟,如果不先搞清楚問(wèn)題所在,就更談不上解決問(wèn)題了。

????譯者:?jiǎn)虡?shù)靜/汪皓

????How do you go about teaching teachers how to teach? David K. Cohen's Teaching and Its Predicaments takes on that paradox. While the book's prescriptions are often too general -- teachers must show empathy and resolve, and communities should provide backup -- its descriptions of the task facing teachers are superb. Cohen, 77, a professor of education and public policy at the University of Michigan, compares teachers to other "human improvers" like psychotherapists and pastors. For these professionals, Cohen says, expertise isn't enough. Nor are good intentions -- or else more charter schools would succeed.

????The core of the pedagogical predicament, according to Cohen, is that teachers (and other improvers) "depend on clients." By contrast, surgeons can do their job regardless of the patient's engagement. Moreover, surgeons aren't looking to turn patients into "apprentice surgeons," nor are salespersons trying to improve customers' ability to sell vacuum cleaners. Teachers, however, succeed only "if they help students acquire some elements of their own special expertise." Since students are a product of social and economic forces outside the classroom, it's a remarkable burden to demand quick results from teachers. Aren't we asking them to perform what we don't even expect from doctors? If you're fat and lethargic when you go see the cardiologist, chances are she can't work magic on you.

????Teaching and its discontents have long been hotly debated. Yet Cohen says reforms won't succeed until the art of teaching is transformed "from a largely routine and unimaginative practice into an intellectually ambitious and adventurous enterprise." He says it takes more than a common curriculum and tests. The problem is that, like other reformers, he doesn't much know what else to do. It's pie-in-the-sky for him to cry out for more dedicated teachers.

????Perhaps he should have stepped down from the ivory tower and addressed concrete issues. He praises the efforts of Teach for America to recruit smart recent college graduates into urban teaching ranks. But he suggests no ideas on how to retain more of those recruits, who too often burn out. Nor does Cohen really address the structural problem of certification. Most school districts still require the formal credential of a master's degree in education, even though there are many mid-career professionals in a poor economy who represent a fresh talent pool. Programs like NYC Teaching Fellows may reduce the barriers to entry by streamlining the certification process, but they're the exception.

????Cohen concludes that improved teaching "is more likely to be a long march than the quick fix that most recent reforms envision." That surely paints a bleak picture. Nonetheless, his book offers a thoughtful account of the challenge. You can't begin to fix what you don't understand.

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