| 评新课程改革中知识的地位之争 |
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| 引用本文： | 周序,管浏斯.评新课程改革中知识的地位之争[J].教育学报,2007,3(5):39-45. |
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| 作者姓名： | 周序 管浏斯 |
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| 作者单位： | 北京师范大学,教育学院,北京,100875 |
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| 摘 要： | 知识本身的重要性决定了知识在课堂教学中应当居于核心地位。然而由于对真正的"知识"和考试中的"符号"两个概念的混淆,导致了新课改对知识教育的激烈批判。"三维目标"的提法未认清"知识"、"过程"与"情感"三者之间的关系,造成了客观上知识地位的下降,因此无法解决课堂教学中的种种问题。基础教育改革只有保证了知识的核心地位,才能够取得成效。
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| 关 键 词： | 知识 符号 教学 新课改 |
| 文章编号： | 1673-1298（2007）05-0039-07 |
| 修稿时间： | 2007-07-26 |
A Review on the Dispute over the Status of Knowledge in the Chinese New Curriculum Reform |
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| ZHOU Xu,GUAN Liu-si.A Review on the Dispute over the Status of Knowledge in the Chinese New Curriculum Reform[J].Journal of Educational Studies,2007,3(5):39-45. |
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| Authors: | ZHOU Xu GUAN Liu-si |
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| Institution: | School of Education, Beijing Normal University, Beijing 100875,China |
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| Abstract: | The importance of Knowledge renders it the core of classroom teaching.However, due to confusion about the two concepts,real "knowledge" and "symbols" in examinations,knowledge education was fiercely criticized in the new curriculum reform.The concept of "three dimensional goals" confuses the relationship among "knowledge","process" as well as "feeling",which makes the status of knowledge declined,thus problems in classroom teaching can not be well solved.Only the core status of knowledge is guaranteed can the curriculum reform get improved. |
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| Keywords: | knowledge symbols teaching new curriculum reform |
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