摘要
批判是从怀疑走向探究的桥梁 ,是创造过程中必不可少的一环。本文以中外教育理论界对培养批判精神的认识差异为依据 ,比较系统地论述了培养批判精神的意义、障碍和途径。我们尤其应认识到在教育理念上对批判的长期性和深刻性缺乏足够的认识 ,教育工作者凡事必求明晰的心态 ,僵化的课程将固定的思维模式强加给眼前事实的现状 ,学生慑于权威和恪守传统的习惯、缺乏甄别真伪的敏感、在知识功能上的固定性以及对自身创新潜能的疑虑都是培养批判精神的重大障碍。为了有效培养学生的批判精神 ,我们应引导学生分析概念的外延和内涵 ,反思其规范性 ;引导他们综合一个系统中各事物之间的各种联系 ,反思其逻辑性 ;引导他们在真实情景中运用知识 ,反思其合理性。
Criticizing is a bridge from doubting to inquiry, and a necessary step in the creating process. Based on the differentiations of the ideas on developing the critici- zing spirit, this article expound relatively systematically the importance, obstacles, environment and methods for developing the criticizing spirit, especially, we should realize that the following factors all are the obstacles: the insufficient knowledge of the protracted nature and the profound nature for criticizing on the ideas, the mental condition for the teachers to pursue the clarity for everything, the current state for the rigid curriculum to impose the fixed thinking module on the facts, the habit for the students to be awed of the authorities and to adhere to the tradition, their poor sensitivity on the discrimination,their tendency to fix the knowledge function,and the misgiving for their innovative potentiality . In order to develop the students’criticizing spirit effectively,we should induce them to analyze the extension and intension of the concepts so as to examine the standardizing nature, to synthesize the connections of a system so as to examine the logicality, to apply what they have learned in the real scene so as to examine the rationality for the knowledge.
出处
《学科教育》
北大核心
2004年第9期29-33,共5页
Journal of Subject Education
基金
浙江省立项课题 :化学教学中培养创新能力的方法研究
关键词
化学
批判精神
教学方法
课程目标
中学
criticizing spirit
sensitivity for discrimination
standardizing nature for concepts
logicality for the connections of a system
rationality for the knowledge
