摘要
长期以来,人们对教学关系的探讨主要围绕人的主动性来阐释教学活动的主体性。在知识经济的大背景下,通过对教与学的内涵、教育主体论(教学中心论)的辩争和知识转换过程的考察,立足于师生对知识的学习、管理与交流分享的共同行为,试图从一个新的层面对师生教与学的关系新诠释:教与学的中心是分享。在此基础上,基于对教育活动思维模式的反思,提出了细分教育活动的三个层面。
For a long time, the pedagogic relation between teachers and students is mainly fo- cused on the pro-activity of person and the subjectivity of pedagogical practices. In the context of knowledge-driven economy, based on the content of teaching and learning, the debate of subjective theory （teacher-centered theory） and the knowledge transformation process, as well as the joint conduct of teachers and students in knowledge learning, management and sharing, this paper makes an attempt to raise new explanations to the pedagogic relation between teach- ers and students which emphasizes ＂sharing＂ as the center of the teaching and learning. Fur- thermore, based on the reflection on the thinking mode of education activities, it puts forward three levels of education activities.
出处
《煤炭高等教育》
2015年第6期61-67,共7页
Meitan Higher Education
基金
2015广西现代远程教育研究中心开放课题"创建特色开放大学的研究与实践"(2015ZX10)
2013年度广西高校科研资助项目"基于Moodle的教师知识管理平台建设的研究与实践"(2013YB375)
关键词
知识经济
教师与学生
教学关系
知识分享
knowledge-driven economy
pedagogic relation between teachers and students
teaching relationship
knowledge sharing
