摘要
20世纪90年代以来,人们日益认识到在“后工业社会”和“信息社会”中,知识,特别是新知识已经逐渐地取代了权力和金钱,成为社会进步的主导性力量。以高新技术产业为支柱的知识经济和知识社会初露端倪。对新知识和创造性人才的争夺也已经成为国际竞争的新热点。以培养学生创造性素质为目标的教育改革成为世界各国面向21世纪教育改革的共同主题。在此背景下,本文主要考察20世纪中叶以来人类知识增长方式从现代向后现代的重要转变,在此基础上分析当代创新教育改革的一些基本问题。
Since the mid-20 century, a fundamental change in knowledge growth mode has taken place, from accumulating growth to critical growth, from one-sided rational process to integrated rational and non-rational process,from subject-specific growth to comprehensive growth, from absolute aim-oriented to open critique-oriented, from pure individual knowledge-seeking process to social knowledge-seeking process. This new kind of knowledge growth mode becomes the basis of epistemology for current creative education, so we should put emphasis on the cultivation of a sense of critique of taught knowledge, a sense of integration,a sense of cooperation in the aim of educational reform; should insist reflective and cooperative teaching in teaching activity.
出处
《教育研究与实验》
CSSCI
北大核心
2001年第4期1-7,共7页
Educational Research and Experiment
