什么是受过教育的人——彼得斯的观点及其批评

受过教育的人的概念是彼得斯教育哲学的出发点。他不仅将它作为教育的内在目的,而且通过这个概念确立了认知标准在教育概念中的基础作用。根据彼得斯的观点,一个受过教育的人必定是在知识上显示出一定的深度和广度,并拥有善的知识。然而,德尔、怀特、马丁等批评者认为,彼得斯的这一观点主要是形式化的、先验性的、男性主义的,因而是不完备的。在辨析这些批评合理性的基础上可以看出,彼得斯有关受过教育的人的形象表面上具有普遍的、客观的和先验的特征,实则浸润着彼得斯个人的教育理想和西方社会文化的主流价值。     

积分概念一致性探究

积分概念来源于实践,通过具体的实际问题引入,而最终又应用它去解决实际的问题,“定积分”是高等数学教学中的一个核心内容,而多元函数积分则是教学中的一个难点.多元函数积分类型较多,学习起来容易混淆,所以我们从各积分的概念入手,将各种积分的概念进行研究比较,进而深刻理解     

R. S. Peters and the Periphery

Abstract

Paul Hirst claimed that Richard Peters ‘revolutionised philosophy of education’. This does not accord with my experience in the Antipodean periphery. My experience of the work of Wittgenstein, Austin and Kovesi before reading Peters and Dewey, Kuhn and Toulmin subsequently meant that Peters was a major but not revolutionary figure in my understanding of philosophy of education.     

Pedagogical readings in the U.S.S.R.

The elaboration of problems of pedagogy, and the improvement of the processes of education and training call for serious theoretical and experimental research. The development of new elements in a system of training and specially organized experiments are undoubtedly needed. But one should always bear in mind that the peculiarity of pedagogy is that it is inalienably connected with practical pedagogical work. Here one finds its source-and its area of application. Soviet pedagogical science cannot fruitfully develop without close co-operation with teachers' work. The teacher is vital for the success of education and the training of the younger generation. Soviet teachers devote their energies to educating and instructing builders of a communist society. And in this respect they have accumulated a vast store of experience. This experience is shared with the masses and is of primary importance in the complex sphere of education. The result of this advanced pedagogical experience forms a solid basis for further progress in theory and is an effective means of improving educational work in schools. Antonina Grigorievna Khripkova, Vice-President and Corresponding Member of the U.S.S.R. Academy of Pedagogical Sciences, is the author of more than sixty works in the field of education, among which arePhysiology of Man and Animals, Acceleration of Physical Development of Children and Adolescents, The Biological and the Social in Human Development and Education, Talk on a Difficult Subject (on sexual education for pupils) andProblems of Sexual Education     

优化教学:概念·标准·策略

优化教学是指通过改革创新而达到的教学的最佳状态。人类教学事业总是在理想和现实的矛盾斗争中不断发展前进的。一部教学发展史,在某种意义上说,就是人们不断改变不合理的教学现实,不断追求和实现教学理想的历史,即优化教学的历史。合理确定优化教学的标准,是优化教学理论和实践的重要问题。在当前,我们应坚持的优化教学标准是:个人全面发展的质量标准、多快好省的效率标准、真善美的过程标准。在行动策略上,优化教学必须遵循教学规律,大力开展教学实验和教学改革,充分发挥人的主体性。