知觉控制理论视角下的高等教育教学重构

Restructuring Higher Education Teaching from the Perspective of Perceptual Control Theory

摘要: 传统高等教育的“输入–输出”教学过于重视学习者的输出而忽略了主体性，不能有效促进深度学习的发生。本文借鉴知觉控制理论(Perceptual Control Theory, PCT)，把学生构想成一种可以自主调节的负反馈控制系统，提出了“教育即重组引导”观点。以普通心理学课程为例，研究了PCT框架下的教学重构：在目标设定中，把外部的大纲目标转变成学生自己内在的感知参照值；在情境创设中，设计适当的扰动引起重组；在交互引导中，运用层次对话法(Method of Levels, MOL)促进学生的元认知觉察。本文还提出控制过程评价体系，建构出感知敏感度、控制稳定性和重组有效性三个基本指标。PCT是对“以学生为中心”教学改革的可行指引，对当前高校的教评改革具有启示意义。

Abstract: Traditional higher education “input-output” teaching places excessive emphasis on learners’ output while neglecting subjectivity, failing to effectively promote deep learning. This paper draws on the perceptual control theory (PCT), conceptualizing students as a self-regulated negative feedback control system, and proposes the view that “education is restructuring guidance.” Taking the General Psychology course as an example, it studies teaching restructuring under the PCT framework: In goal setting, the external syllabus objectives are transformed into students’ own internal perceptual reference values; In scenario creation, design appropriate disturbances to trigger reorganization; In interactive guidance, the Method of Levels (MOL) is used to promote students’ metacognitive awareness. This paper also proposes a control process evaluation system, constructing three basic indicators: perceptual sensitivity, control stability, and recombination effectiveness. The PCT serves as a feasible guide for “student-centered” teaching reform and offers insights for current university teaching evaluation reforms.