The Analysis Of The Teaching Mode Of Logical Positivism And Critical Rationalism: The Reflection And Reconstruction

Teaching-model is under the influence in some ideas or theory, forming therelatively stable structure of teaching program or activity diagram. It is a kind ofstructure as a new form of expression and interpretation to know teaching. Logicalpositivism is based on the original empiricism and positivism, uses the method ofobservation, the empirical and logical reasoning to obtain the conclusion, it receives atraditional teaching view of only for knowledge,teachers giving priority, the passiveacceptation; Critical rationalism advocates a critical attitude towards rational, putforward the principle of induction, falsified, speculation and refute the content, itsticks to the critique of knowledge, teachers and students interaction, the initiativeinnovation of teaching view. The construction of the teaching model of logicalpositivism reflects a kind of “knowledge teaching”, the model has the characteristicsof unidirectional, hierarchy, controlling, and includes four elements, such as objectiveknowledge, teachers, students and obstacle wave. Generally speaking, the teachingmodel of logical positivism put into the concrete implementation of teaching mainlyincludes: review the old knowledge, the relationship established between old and newknowledge; a comprehensive system to teach new knowledge; brief summary of newknowledge and so on. Critical rationalism is produced on the basis of the criticism oflogical positivism and in this paper it took as an analysis tool. By analysis of theteaching model of logical positivism displays problems in: the teaching goal by theobjective knowledge; inhibition of the subjectivity of students; cramming teachingform. And the serious consequences of a teaching model of logical positivism are:knowledge hegemony in vogue and rigid teaching form; the prevalent of fear; formeda superstition and servility personality. The teaching model has not adapted to thecurrent teaching, such as knowledge distortion, the teaching mode of the generation ofdistortion, in order to overcome the obstacles wave for the method orientation. Inview of the problem teaching model of logical positivism, the core of the criticalrationalism as the cornerstone of rebuilding the teaching model, detailed modeldiagram, then the teaching model of critical rationalism has four characteristics:critical, interactive, exploratory, autonomy. This teaching model contains fourelements that are a charm situation, teachers, students, and the cooperation field. Theteaching model of Critical rationalism in the teaching practice process should payattention to the following four aspects: firstly, the creation of attractive situation andchoosing the knowledge; Secondly, collecting data by the independent studying; thirdly, knowing to speculate and refute preliminary conclusions; fourthly, consultingdialogue and cooperation to discuss; fifthly, evaluation to each other and getting thefinal conclusion. Anyhow, critical rationalism of teaching model is a conceptreconstruction and a new practice, which we need to constantly study and practice.