摘要
《周文》在"主导—主体"说的范畴内强调学生的生成权,最终使学生不可能摆脱任人摆布的"棋子"地位;在"双基"概念下强调学生的情感体验,实际上只是把情感体验作为服务于确定知识学习的手段;在"工艺学"模式下强调教学效果,致使课堂教学忽视了教学方法的伦理性、教学目的的正当性、教学效果的长期性;在"传递—控制"理论范围内强调生成,结果将生成性教学异化为控制学生的普遍有效的教学方法。
Doctor zhou admit the right of student to generate only in the area of ＂Lead - Subject＂, that can＇ t change the the passive position of student. Value the emotional experience of student in the area of the theory of ＂Basic Knowledge, Basic Skills＂, only to use the emotional experience to accumulated knowledge. Emphasize teaching effect in the area of the ＂Process Model＂, that only to Ignore the ethics of teaching method, the purpose of teaching validity, the long term teaching effect. Cherish the generative teaching in the area of the theory of ＂Transfer - Control＂, that only lead t to the alienation of generative teaching from teaching philosophy to teaching method.
出处
《全球教育展望》
CSSCI
北大核心
2013年第3期17-24,共8页
Global Education
关键词
生成性教学
主导-主体说
双基说
工艺学模式
传递-控制说
generative teaching
lead- subject
basic knowledge, basic skills
process model
＂transfer - control＂
