摘要
教材学科逻辑和心理逻辑的矛盾贯穿了教材发展的历史。对于如何调和这对矛盾人们做了诸多尝试。杜威的做法是教材心理化。通过分析教材心理化概念的分析对象、语言环境、理论体系,发现:第一,杜威的教材心理化是一种基于经验的教材理论。教材心理化是学生经验的合理诉求。杜威基于经验概念的重构以组织教材作为方式调和了学科逻辑与心理逻辑的矛盾。第二,杜威教材心理化的现实背景是其活动课程的课程形态,杜威的教材理论要置于活动课程中才有实践意义。教材心理化提供的启示是:在学科课程中要实现教材学科逻辑与心理逻辑的统一,需要关注知识形态的转变和教师对教材的处理。
The conflict between the logic of subject and the logic of psychology is the key problem in teaching material＇s history. Scholars try their best to deal with this problem. Dewey＇s answer is psychologized subject matter theory. We can get two points through the concept analysis of psychologized subject matter＇s object, context, theory system＋ First, psychologized subject matter is a theory based on experience, and it is a reasonable development of student＇s experience. With a reconstructed concept of experience, Dewey mediates conflicts between the logic of subject and psychology of subject matter. Second, we should place psychologized subject matter in its background, activity curriculum, to gain the practical meaning. Implications of psychologized subject matter is researchers should pay attention to knowledge and teacher in a background of subject curriculum.
出处
《全球教育展望》
CSSCI
北大核心
2015年第5期24-35,共12页
Global Education
关键词
教材心理化
学科逻辑
心理逻辑
概念分析
psychologized subject matter
the logic of subject
the logic of psychology
concept analysis
