CAJ | 학술논문

教学过程是一个认识过程，也是一个行动过程。教学过程要求思维抽象，即要求思维过程的客体抽象与反身抽象。客体抽象是基于事实的抽象或基于感性经验的抽象，是从事物的多维具体特征中，通过思维活动抽取出事物的本质特征、本质联系及其运动变化规律。反身抽象是基于主体活动间协调的抽象，是把顺序、关系从动作中分离出来，把形式从内容中分离出来的抽象，继而发展为对纯符号的抽象，或者说对抽象的抽象，形成数理逻辑与形式逻辑。教学过程中要做到客体抽象与反身抽象的协调，并把思维抽象与事实直观统一起来。
교학과정시일개인식과정，야시일개행동과정。교학과정요구사유추상，즉요구사유과정적객체추상여반신추상。객체추상시기우사실적추상혹기우감성경험적추상，시종사물적다유구체특정중，통과사유활동추취출사물적본질특정、본질련계급기운동변화규률。반신추상시기우주체활동간협조적추상，시파순서、관계종동작중분리출래，파형식종내용중분리출래적추상，계이발전위대순부호적추상，혹자설대추상적추상，형성수리라집여형식라집。교학과정중요주도객체추상여반신추상적협조，병파사유추상여사실직관통일기래。
Teaching process is both a process of knowing and a process of doing. This process calls for mental abstraction, that is, objective abstraction and reflective abstraction in the course of thinking. Objective abstraction refers to an abstraction based on the fact or on sensitive experience. In other words, it generalizes the essential qualities, essential relations and law of motion of things from their multiple concrete features by mental activity. On the other hand, reflective abstraction means abstraction based on coordination between the subject＇ s actions. Spe- cifically, this type of abstraction separates the order and relation from acts and the form from contents, which continues to develop into an abstraction of pure symbols or an abstraction of abstraction and turn into mathematic logic and formal logic. Therefore, teaching process should help to coordinate objective abstraction with reflective abstraction to integrate mental abstraction with actual facts.