摘要
教学文化的重建是教学改革的直接诉求和终极目标。当前的幼儿园观摩教学显示,许多流行的教学策略表面上吻合某些教学改革话语,却不符合教育和教学的基本精神,有时幼儿被"利用",人被异化为工具。儿童在这种教学中获得的是社会暗示性、机械记忆和表面的知识,失去的是率性、独立思考和对问题的理解。意义和诗意在远离着教学。分析教学中的形式主义,回归教育的本体,对于促进教师成为反思性实践者十分必要。提高教师的文化自觉,也是我们每一个教育工作者不断追寻的目标。
Reconstruction of teaching culture is the direct requirement and the ultimate goal of teaching reform. The current kindergarten demo teaching shows many prevalent teaching strategies superficially fits with some reform discourse hut do not agree with the fundamental spirit of education, for example some children are utilized and alienated as tools. What they get from this kind of teaching is some social hints and mechanically-acquired knowledge at the cost of naivety, independent thinking and comprehension of problems. Significance and poetics are separated from teaching. It is very important and necessary for us to analyze the formalism therein and promote the teachers for some introspective practice so as to return to the ontological education study. I is our everlasting pursuit to strengthen the teachers cultural consciousness.
出处
《河南大学学报（社会科学版）》
CSSCI
北大核心
2008年第6期135-141,共7页
Journal of Henan University(Social Sciences）
关键词
观摩教学
形式主义
利用
demo teaching
formalism
utilization
