摘要
“非指示性”语文教育提出于2000年,与后来出现的语文新课程改革在教育理念、教学方式等诸多方面非常一致。其主要理论基础有人本主义、建构主义、后现代课程理论、对话理论、团体动力学理论、多元阅读理论和尝试错误理论等。
The ＂Non-directive＂ Chinese teaching made its debut in the year of 2000, which coincides with the succeeding New Curriculum Reform of Chinese in educational concepts, teaching methods, etc. Its theoretical bases consist, among others, of humanism, constructivism, postmodern curriculum theory, dialogical theory, group dynamics theory, multi-reading theory, and theory of trial and error.
出处
《浙江师范大学学报（社会科学版）》
2007年第1期111-115,共5页
Journal of Zhejiang Normal University(Social Sciences)
关键词
非指示性
语文教育
新课程
理论基础
non-directive
Chinese education
new curriculum
theoretical bases
