论“新基础教育”教学思想的问题意识与方法论立场

发布时间：2018-06-16 00:03

本文选题：新基础教育 + 教学思想　；参考：《中国教育学刊》2017年06期

【摘要】：在"后认识论时代","新基础教育"深度扎根我国中小学课堂,经过20多年的实践探索,基本上完成了从价值论、问题域、方法论到理论假设以及核心概念的重建。"新基础教育"教学思想的变革及其对重建我国教学论的贡献主要体现在以下两方面:一是问题意识实现了从特殊认识论向主体交往论的转换,其意义在于将知识学习与生命健康成长内在地融通,引导教师在教学中解读和关注学生,为学生的发展提供及时、动态的教育引导,促进教学的过程生成与转化;二是方法论实现了从机械构成论向有机生成论的转换,其意义在于把教与学、个体与群体看作彼此锁定、共生互长的基本单位,把课堂看作一个多层次、具有内在自主性的生成系统。这两个转换的完成,是现代课堂教学真正突破认识论框架的重要前提。
[Abstract]:In the "post-epistemological era", "New basic Education" is deeply rooted in the classroom of primary and secondary schools in China. After more than 20 years of practice and exploration, it has basically completed the reconstruction from axiology, problem domain, methodology to theoretical hypothesis and core concepts. " The reform of the teaching thought of New basic Education and its contribution to the reconstruction of Chinese teaching theory are mainly reflected in the following two aspects: first, the problem consciousness has realized the transformation from the special epistemology to the subject communication theory. Its significance lies in the inherent fusion of knowledge learning and healthy growth of life, leading teachers to interpret and pay attention to students in teaching, to provide timely and dynamic education guidance for students' development, and to promote the formation and transformation of teaching process. Second, the methodology has realized the transformation from the theory of mechanical constitution to the theory of organic generation. Its significance lies in the fact that teaching and learning, individuals and groups are regarded as the basic units of mutual locking, symbiosis and mutual growth, and the classroom is regarded as a multi-level. A generation system with inherent autonomy. The completion of these two transformations is an important prerequisite for modern classroom teaching to break through the framework of epistemology.
【作者单位】：华东师范大学教育学系;华东师范大学"生命·实践"教育学研究院;华东师范大学基础教育改革与发展研究所;
【基金】：国家社会科学基金一般课题“我国学校生活中的儿童形象研究”(项目编号:BHA160096)研究成果
【分类号】：G632.0

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