本质主义教学文化及其转向
Essentialist Teaching Culture and Its Revolution
  
DOI:
中文关键词:  本质主义教学文化;探究性教学文化;转向
英文关键词:essentialist teaching culture, inquiry teaching culture, revolution
基金项目:本文系华东师范大学教育学部优秀博士学位论文培育资助项目“科学教师培养的实践转向”(项目编号:2018B4)的部分研究成果。
作者单位
邹逸 华东师范大学 
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中文摘要:
      传统以本质主义及其认同性思维为逻辑起点的教学文化以“知识人”为其目标预设,以科学知识为其内容载体,把教学过程视为对某种先在程式的忠实执行,并固持着“知识传递效率至上”的评价方式,从而导致教学发展之“整全人性、依托现实生活、充满生成创造、张扬人之主体性”的应然价值追求被消解。从本质主义到探究性思维,是当代人类思想文化转换的最强音,为教学文化的重构开拓了全新的视野。探究性教学文化在教学目标上关注人的全面发展,在教学内容上倡导回归生活世界,在教学方法上强调对生成性和创造性的包容,在教学评价上主张基于师生交互共生关系的多元化评价,以此实现对本质主义教学文化全方位的范式革命。
英文摘要:
      The traditional teaching culture takes the essentialism and its conformable thinking style as the logical starting point, which takes “knowledge person” as its goal and scientific knowledge as its content, regards teaching process as faithful execution of a pre-existing program, and holds the evaluation method of knowledge transmission efficiency first. Thus, the characteristics of “teaching of developing whole human nature, relying on real life, full of generation and creation, publicizing human subjectivity” were dispelled one by one. The change from essentialism to inquiry thinking is the strongest voice in the transformation of contemporary human ideology and culture, which opens up a new perspective for the reconstruction of teaching culture. Inquiry teaching culture focuses on the all-round development of human beings in teaching objectives, advocates returning to the world of life in teaching contents, emphasizes the tolerance of generativeness and creativity in teaching methods, and advocates the pluralistic evaluation based on the interaction between teachers and students in teaching evaluation, so as to realize the all-around paradigm revolution of essentialism teaching culture.
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