以上三种课程观分别从知识和理性、儿童与经验、生活和经验重建等不同角度建立其特定的课程观念。现在新的课程观要跳出“知识”、“学科”、“教学科目”等框框的限制,把课程理解为:一种一人类生活经验和个体生活经验为内容,通过儿童在生活世界中对这些内容的批判和反思性实践,沟通儿童现实生活和可能生活的发展性的教育中介,教师和学生是这种发展性教育中介的创生者。
The above three kinds of curriculum concepts are established from different perspectives, such as knowledge and rationality, children and experience, life and experience reconstruction. Now the new curriculum concept should break away from the limitation of "knowledge", "subject", "teaching subject", and understand the curriculum as follows: a kind of educational intermediary that takes human life experience and individual life experience as the content, through children's criticism and reflective practice of these contents in the life world, and communicates children's real life and possible life development. Teachers and students are like this The creator of development education intermediary.
综合实践活动就是基于这种反思性、批判性、实践性的课程观和发展课程观来设计课程,是对“课程即学科”、“课程即教材”和“课程即知识”的课程观的超越。
The comprehensive practice activity is to design curriculum based on the reflective, critical and practical curriculum view and development curriculum view, which is the transcendence of curriculum view of "curriculum is discipline", "curriculum is teaching material" and "curriculum is knowledge".
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