摘要
杜威的教学过程本质观是建立在教师观、学生观和知识观的基础之上的,他认为教师是引领者和组织者,学生处于未成熟、有待发展的状态,其实用主义知识统一于活动之中。在芝加哥实验学校中,杜威将他对教学过程本质的认识运用于实践,创设基于学生已有经验的“问题”情境,由学生主动“探究”的兴趣驱使教学活动不断向前发展,最终导向儿童探究性思维的“发展”。因此,杜威的教学过程本质观可以概括为“问题-探究-发展说”。
The idea of the essence of teaching process by Dewey is based on the views of teachers,students,and knowledge.He believed that teachers were leaders and organizers,while students were exactly in a state of immaturity and development.And his pragmatic knowledge was unified in teaching activities.At the Chicago Experimental School,Dewey applied his idea of the essence of teaching process to practice,including creating“question”situations based on the students'experience,promoting teaching activities which are driven by the students'interests of active“inquiry”to move forward continually,and ultimately leading to the“development”of inquiry thinking of children.Therefore,the Dewey's idea of the essence of teaching process by can be summarized as“question-inquiry-development theory”.
作者
袁传明
韩璐
YUAN Chuan-ming;HAN Lu(School of Educational Science,Yangzhou University,Yangzhou 225002,China)
出处
《集美大学学报（教育科学版）》
2020年第4期54-58,共5页
Journal of Jimei University：Education Science Edition
基金
扬州大学教学改革研究课题“学会育人与学会教学的逻辑悖论及其化解”(YZUJX2019—31C)。
关键词
杜威
教学过程
问题—探究—发展说
探究性思维
John Dewey
Teaching Process
“Question-Inquiry-Development Theory”
Inquiry Thinking
