摘要
儿童的天性起点非零,儿童具有历史性、社会性和向上性,它集中表现为语言的、思维的、学习的、感悟的、情感的、自调节的和创造的高级本能。作为人之集约化和职能化的成长环境的学校教育,为了要发挥其功能的最大值,其任何行为均应是推动、保护、激扬学生的学,最大限度地形成和依靠学生的学。故应建立"当其无"的中空式课程,区分成长期与成熟期,对成长期的教育教学方式重新进行研究,课堂教学从虚体设计走向实体设计。如此实践,将最经济有效地实现教育提升人的根本目的,从而在宏观领域解决教育的动力不足问题,以借助生命能量的新思路建立教育均衡,更好地发挥教师的作用,有利于面向全体学生大面积提高教育质量。
The starting point of children＇s nature is not zero. Children are historic, social and upward, which give its concentrated expression to the advanced instinct of language, thinking, learning, sentiment, emotion, self-adjustment and creation. As humaffs intensive and functional environment of growth, any behavior of school education should promote, protect and stimulate the learning of students, forming and depending on students＇ learning maximally, so as to exert the maximum function of school education. Therefore, we should estahlish centrally hollow curriculum ＂as if it doesn＇t exist＂, distinguish it into the growing period and mature period, restudy the educational teaching mode of growing period, and make class teaching shift from nominal design to substantive design. Such practice will realize the fundamental objective of education to upgrade human in the most economic and effective way so as to solve the problem of lacking educational drive in the macro field, establishing educational equilibrium with the help of the new thinking of life energy and exerting the role of teacher better, which are beneficial to improve educational quality facing all students extensively.
出处
《教育研究》
CSSCI
北大核心
2007年第12期15-20,共6页
Educational Research
基金
全国教育科学"十一五"规划教育部重点课题"生本教育的理论与实践体系研究"(课题批准号:DHA050117)
教育部哲学社会科学重大课题攻关项目(项目批准号:05JZD00034)的研究成果
关键词
基础教育
素质教育
学习本能
课堂教学
basic education,quality-oriented education,learning appetence,class teaching
