摘要
教育公平问题从来都不是一个“按图索骥”的过程,人们无法单凭其客观本质和规律就能认清事实或者解决问题。教学观念和教学行为变革的前提是实现思维方式的转换。生成性思维是教育公平研究思维方式的必然选择。该文将从生成性思维下教学资源公平、主体人格公平、教学活动公平三个方面,探讨基于生成性思维的教育公平研究的规范意义。
Education fairness is not like Rangers Lead the Way;people cannot recognize the fact or solve the problem only by the objective nature or laws. The transformation of the mode of thinking is the premise to the reform of teaching concept and teaching behavior. Generative thinking is the inevitable choice of the research method in educational equity. This paper will discuss the normative meaning of educational equity research based on generative thinking from three aspects: the equity of teaching resources, the equity of the main body and the fair of teaching activities.
出处
《社会科学前沿》
2017年第6期793-798,共6页
Advances in Social Sciences
