摘要
"生命·实践"教育学中蕴含着丰富的教学理论思想,可称之为"生命·实践"教学论,其主要内容包括:课堂教学本质观、课堂教学价值观、课堂教学过程观、课堂教学评价观和课堂中的师生关系等。"生命·实践"教学论是当代中国教学论探索的第三个阶段,它呈现出了中国本土文化的生成性与理论体系的归纳性。从方法论上为中国的教育研究探索出了一条独特而富有魅力的"叶澜之路":探究学术源流、创建理论学派、行走天地人间、独爱冬春夏草。
As teaching theories abound in ＂Life · Practice＂ Pedagogy, it can also be taken as ＂Life· Practice＂ teaching methodology, the main contents of which include views on the nature of classroom teaching, the value of classroom teaching, the process of classroom teaching, the structure of classroom teaching, and the evaluation of classroom teaching. ＂Life · Practice＂ pedagogy is the third stage of the studies on contemporary Chinese pedagogy. It represents the generative nature of the indigenous Chinese culture and the inductive nature of the theoretical system. Methodologically, it opens up a unique and glamorous ＂Path of Ye Lan＂ for educational studies in China. exploring the academic origin, establishing a theoretical school, wandering in the world but favoring only green grass in winter, spring and summer.
出处
《当代教育与文化》
CSSCI
北大核心
2015年第3期76-81,共6页
Contemporary Education and Culture
