摘要
在北美乃至世界的教育领域,存在着一种在教学中应用建构主义的倾向。尽管我们对建构主义的基本理论不持异议,但我们的确不主张匆忙采纳任何单一的、占统治地位的教学观念。在这一问题上,必须要采取慎重的态度,否则我们将被疑为进行单纯的理论替换,并有推崇单一模式教育概念之嫌。在这个跨学科和跨文化背景的研究中,我们发现好的教学有多样性,并不是所有都建立在建构主义基础上。在本文中,我们将探讨五种不同的教学观,其中每一种都有成为好的教学理论的潜质:传输式教学观、发展式教学观、学徒式教学观、培育式教学观和社会改革教学观。希望本文能说服读者,在教学改革或评估中,摒弃寻找单一模式教学观的想法。
In North America and even the whole world, there is a move within education to adopt a constructivist view of leaming and teaching. While we do not argue with the basic tenets of constructivism, we do resist the rush to adopt any single, dominant view of learning or teaching. Through a wide range of disciplines, contexts, and cultures, our colleagues and we found a plurality of good teaching, not all of which rest on constructivist principles of leaming. This article will introduce five different perspectives on teaching, each having the potential to be good teaching： Transmission, Developmental, Apprenticeship, Nurtttfing, and Social Reform. Hopefully, this will convince you to resist any ＇one size fits all＇ approach to the improvement or evaluation of teaching.
出处
《河北大学学报（哲学社会科学版）》
CSSCI
北大核心
2009年第2期77-81,共5页
Journal of Hebei University(Philosophy and Social Science)
关键词
成人及高等教育
教学观
adult and higher education, teaching perspectives
