如何看待教育中的“限制”
发布时间：2018-09-06 07:12
【摘要】："限制"通常被视为绝对的贬义词。人们认为它压抑学生的潜能,束缚学生的自主性,却忽略了它作为学生成长与发展的"护堤"与"捷径"等积极价值。在这样的背景下,"走向理性限制"这一新认识得以凸显。它努力规避限制的消极意义,极力彰显限制的积极价值。它以师生间的深厚感情为基础,掌握保护性与发展性原则,开发并使用"无形之限"的方法,力求化教师的外在限制为学生自身的内在限制。
[Abstract]:The term "limitation" is usually regarded as an absolute derogatory term. It is thought to suppress students' potential and restrain students' autonomy, but it ignores its positive value as a "berm" and "shortcut" for students' growth and development. In this context, the new understanding of "towards rational restriction" has been highlighted. It tries to avoid the negative meaning of restrictions and shows the positive value of restrictions. Based on the deep feelings between teachers and students, it grasps the principle of protection and development, develops and uses the method of "invisible limit", and tries to turn the external limitation of teachers into the inner limitation of students themselves.
【作者单位】： 华南师范大学教育科学学院/现代教育研究与开发中心
【分类号】：G40
[Abstract]:The term "limitation" is usually regarded as an absolute derogatory term. It is thought to suppress students' potential and restrain students' autonomy, but it ignores its positive value as a "berm" and "shortcut" for students' growth and development. In this context, the new understanding of "towards rational restriction" has been highlighted. It tries to avoid the negative meaning of restrictions and shows the positive value of restrictions. Based on the deep feelings between teachers and students, it grasps the principle of protection and development, develops and uses the method of "invisible limit", and tries to turn the external limitation of teachers into the inner limitation of students themselves.
【作者单位】： 华南师范大学教育科学学院/现代教育研究与开发中心
【分类号】：G40
【参考文献】
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