摘要
教师教育学思维是教师经过专业化训练和在实践活动中形成的关于教育现象的间接而概括的反映形式。它是教师实践智慧的结晶,具有概括性、间接性和个体性。教育学思维规律可分为教育现象型思维规律和教育方法型思维规律。前者是被意识到了的教育客观规律,后者则是教育主体在把握教育客体对象的过程中所形成的相对固定的范式或逻辑的“格”。此两种思维规律在形成阶段上有不同的内容,但两者彼此联系,相得益彰。
Teacher pedagogy thinking to train and form about indirect and reflection form briefly of educational phenomenon among practising activity through specialization. It is the intelligent crystallization of the teacher's practice, which has generality, indirect and individual. The pedagogy thinking law can be divided into the educational phenomenon type thinking law and educational method type thinking law. The former is an education objective law realized, the latter is what educational subject form during the process of holding education object target relatively regular normal form or logic one 'dose'. There are different contents during the course of forming in this two kinds of thinking laws , but the two get in touch each other, bring out the best in each other.
出处
《云梦学刊》
2005年第1期108-110,共3页
Journal of Yunmeng
基金
湖南省教育科学"十五"规划重点课题(XJK01AZ006)
关键词
教育学思维
教育现象型思维规律
教育方法型思维规律
pedagogy thinking
education phenomenon type thinking law
educational method type thinking law
