| 本质主义教学理论及其超越 |
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| 引用本文： | 刘旭东,吴原.本质主义教学理论及其超越[J].教育理论与实践,2010(1). |
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| 作者姓名： | 刘旭东 吴原 |
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| 作者单位： | 西北师范大学教育学院; |
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| 基金项目： | 全国教育科学“十一五”规划2009年度教育部重点课题“基础教育改革与教育理论创新研究”(项目批准号:DAA090155)的阶段性成果;;2008年度“甘肃省高等学校研究生导师科研项目计划”资助 |
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| 摘 要： | 本质主义教学理论以是什么?的提问方式试图在人之外去寻找一种实体化的本体作为教学终极目标的思维方式。它在本体论上的形而上学预设、把教学分解为由若干要素的思想方法和对认识主体的消解,导致教学的抽象化和价值理性的缺失。教学具有鲜明的意向性、情境性、生活性、智慧性。作为对教学活动的把握,教学理论要超越单纯地追求知识理想的思维向度,实现实践转向。
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| 关 键 词： | 本质主义 教学理论 批判 |
Essentialism Teaching Theory and Its Transcendentality |
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| LIU Xu-dong,WU Yuan.Essentialism Teaching Theory and Its Transcendentality[J].Theory and Practice of Education,2010(1). |
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| Authors: | LIU Xu-dong WU Yuan |
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| Institution: | College of Education/a>;Northwest Normal University |
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| Abstract: | Essentialism teaching theory is a mode of thinking which takes the question mode of What is it?to try to find the materialization beyond humans as the ultimate teaching objective. Its advance metaphysical setup in ontology, its mode of thinking which decomposes teaching into several elements and its digestion of cognition subjects all have caused the abstraction of teaching and deficiency of value rationality. Teaching has clear intention, situation, livelihood, and wisdom. To guide the teaching activity, t... |
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| Keywords: | essentialism teaching theory criticize |
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