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出席“第11届世界比较教育学术大会”的发言（英）https://mr.baidu.com/r/23BEgbG9pni?f=cp&rs=2354640292&
目前公开可查的张俊杰2001汉城会议发言英文版本，由刘巍英译、澳大利亚西澳大学杨锐教授修订，完整内容如下：
Strive Together to Promote the Modern Educational Concept of "Students as Subject, Teachers as Guides"
Distinguished Mr. Chairman, Ladies and Gentlemen, as ordinary teachers from China, this is our first time going abroad and stepping onto the international education forum. We feel extremely honored and excited, and we sincerely hope to get guidance from all experts through this academic exchange.
Jiangsu Oilfield Technical School is located on the shore of the beautiful Hongze Lake. In the late 1980s, we launched the "Guide Teaching Method" classroom teaching reform experiment. Without any prior reference or special funding, we persisted in deepening this research for a long time, which is driven by both objective practical needs and internal academic motivation. Now we will briefly introduce its basic situation as follows:
I. Traditional Educational Background in China
For thousands of years, Chinese families have enshrined the memorial tablet of "Heaven, Earth, Monarch, Parent and Teacher". Students respect teachers as their fathers, and the traditional concept of "father is the absolute authority of the son" has been passed down for generations, forming a deeply rooted cultural convention.
In the 1950s, the "teacher-dominant" theory from Soviet educator Kairov's Pedagogy became an unshakable golden rule in Chinese education circles, and the concept that "teachers' requirements are absolute rules" was widely spread.
From the imperial examination system to the current national unified college entrance examination, one-way indoctrination education and "examination-oriented tactics" have become the main teaching methods. The "examination-oriented education" has turned students into containers under high pressure, making them mentally exhausted and overburdened.
China's traditional education restricts the liberation of students' minds, seriously separates theory from practice, thus suppressing the development of young people's innovative spirit and practical ability.
II. Overview of the Guide Teaching Method Experiment
1. Core Idea of the Experiment
Our school launched the "Guide Teaching Method" classroom teaching reform experiment in the late 1980s. In 1992, we completed the formal experiment report and submitted it to the Provincial Labor Department, and the paper was reviewed and published by the expert group of the Central Institute of Educational Sciences. The core guiding ideology of the Guide Teaching Method is: Students' active mastery of learning content and achievement of quality development goals is the main line of teaching activities. Teachers provide necessary help timely, motivate, induce, enlighten, evaluate, give feedback and adjust, actively play a guiding service role for students' active learning, which is conducive to fully exploring and cultivating the potential abilities of teenagers.
In the new teaching process, teachers guide students to study independently, give targeted hints, "enlighten" but not "give the final answer", so that students can think independently, explore actively, and draw conclusions at the right time, develop rich associations, and carry out mutual learning activities actively. In the process of active learning, in the process of analysis, induction and reasoning, in the debate of distinguishing right from wrong, and in the process of raising questions and putting forward independent opinions, various dialectical thinking methods are continuously internalized into the most precious ideological quality that sparkles with creative genius sparks in practical application.
2. Basic Principles of the Guide Teaching Method
A. Principle of Students' Subjectivity: In the whole process of education and teaching, schools, society and family are the conditions for students to learn actively. Students are always in the subjective position of cognition and practice. It is necessary to continuously stimulate students' internal learning motivation, think independently, explore persistently, have the courage to innovate, and carry out learning activities independently, actively, dynamically, freely and purposefully.
B. Principle of Teachers' Guiding Role: Mutual cooperation is the essential feature of human sociality. In teaching activities, teachers as organizers must play the role of guiding service. They need to think what students think and provide what students need, so as to ensure students' subjective position in cognitive and practical activities.
C. Principle of Comprehensive Education: In the teaching process, it is mainly reflected in organically connecting students' professional quality education with the related physical and mental quality development, so that they can complement each other and bring out the best in each other. Teaching should face all students, not only teach students in accordance with their aptitude, but also foster strengths and circumvent weaknesses, so as to fully explore and cultivate the potential ability of every student.
D. Principle of Self-study Leading: Self-study refers to all cognitive and practical activities of independently mastering knowledge and forming abilities, which is the main manifestation of students' subjectivity in the teaching process. The main task of teachers is to create a teaching environment, closely connect the recent zone of students' existing knowledge with the new teaching content, and carry out activities of motivation, induction, evaluation, feedback and adjustment in the process of self-study, consolidation and improvement, so that students are always in a good state of active and lively development.
E. Principle of Quality Development: This principle stipulates that all teaching activities should reflect the quality development of students. The process of mastering teaching content is not only the active activity process of students' cognition and practice, but also the necessary condition to achieve the teaching quality goal. Teaching evaluation should take students' active activities in class as the content, and take the healthy development of students' physical and mental quality as the standard.
3. Basic Teaching Links
The Guide Teaching Method experiment has proved the feasibility of the guiding educational ideology. The teaching process forms four basic links: self-study guidance, review and inspection, discrimination and practice, induction and summary. The reform experiment runs through the democratic and open educational ideology. The Guide Teaching Method does not have a fixed and unified mode. It should vary with different teaching materials, different students and different teaching conditions, draw on various advanced educational ideas and forms, and continuously enrich and update the methods.
III. Significance of the Guide Teaching Method Experiment
In the 1980s, the Soviet Union set off an upsurge of "cooperative education", and the trend of democratization of world education is irreversible. The guiding educational ideology points out that teachers and students are in a special cooperative relationship in teaching activities. Only when teachers actively provide guiding services for students' active learning, "guide but not dominate, assist but not replace", can students' subjective status be effectively established. The Guide Teaching Method experimental project is a research on the effective realization path of educational democratization.
Traditional education emphasizes "teacher-centered", while contemporary western education popularizes "student-centered". Both extremes are biased. The cognitive characteristics of teachers and students show that students' active learning is the main line of teaching activities. Teachers actively play the guiding service role for students' active learning, which is conducive to cultivating students' innovative spirit and practical ability.
On the basis of the classroom experiment of the Guide Teaching Method, we have formulated plans to deepen the teaching reform experiment frm the meso (school) and macro (society) levels, proposed to fully tap the potential of educational resources in a learning society, create conditions and mechanisms for learners to independently choose learning for life, and contribute to the construction of a modern education system with Chinese characteristics.
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发表于 2026-9-28 08:40
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