摘要
学校教育的出现催生了教学被看做知识传递实践的萌芽,早期的知识传递以个别教学的形式进行,内容与日常生活经验密切相关。夸美纽斯等人的贡献使以班级授课为组织形式、以学科教材知识为内容的知识传递教学范式正式形成,渐至顶峰并延续至今。对教学作为知识传递实践的历史演进、价值贡献及其存在的问题进行梳理分析,是引导人们正确体认这一教学范式的必要前提,也是思考如何突破教学囿于知识传递之弊病缺失的现实需要。
School education has brought about the teaching as the germination of knowledge transfer practice.Early knowledge transfer is conducted in the form of individual teaching,primarily about the content of daily life experience.Comenius and others contributed to the formal establishment of the knowledge transmission paradigm in which the organizational pattern is class teaching and the subject knowledge from coursebooks constitutes the main knowledge of teaching.The paradigm gradually developed to its peak and continues to the present day.It is necessary to guide people to correctly understand the teaching paradigm by analyzing the historical development,the value contribution and the existing problems of teaching as the practice of knowledge transfer.Meanwhile,it is necessary to think about how to break through the the shortcomings of teaching of knowledge.
作者
程良宏
CHENG Liang-hong(College of Education Science, Xinjiang Normal University, Urumqi, Xinjiang, 830017, PRC)
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2018年第3期99-105,共7页
Journal of Northwest Normal University(Social Sciences)
基金
国家社会科学基金项目"双语教师的文化理解对新疆青少年国家认同的影响研究"(16XMZ051)
新疆维吾尔自治区重点学科--教育学(高原)资助项目
关键词
知识传递
教学实践
历史演进
价值分辨
问题检视
knowledge transfer
teaching practice
historical development
value
problems
