创新的教育性与创新教育
发布时间：2018-12-13 22:06
【摘要】：在教育视域中,创新有其特性,不仅指结果维度上的新颖性,更强调主体维度上的自主性、过程维度上的发展性以及功能维度上的应用性。当今学校的创新教育有四点不足:过于强调累积客观化、理性化知识导致学生的自我渺小感,"自我"作为意识对象的缺位导致"认识你自己"被遮蔽,复杂化与简单化杂糅的价值判断助长了拒绝思考的学习态度,而结构性认识的缺失在使世界沦为无意义碎片的同时,在客观上又严重抑制了学生的创新能力培育。培养学生的创新意识和能力,需要从价值论、认识论、实践论三个维度入手,从人的整体性存在理解创新,并以完整的人的培养为创新前提、以有活力的知识为创新基础、以理解塑造生活世界为创新源泉。
[Abstract]:In the field of education, innovation has its own characteristics, which not only refers to the novelty of the result dimension, but also emphasizes the autonomy of the subject dimension, the development of the process dimension and the application of the functional dimension. There are four deficiencies in innovative education in today's schools: too much emphasis on the accumulation of objectivity, rational knowledge leads to students' sense of self-insignificance, and the absence of "self" as a conscious object causes "knowing yourself" to be obscured. The value judgment of complexity and simplification encourages the learning attitude of refusing to think, and the lack of structural cognition not only makes the world become a meaningless fragment, but also seriously inhibits the cultivation of students' creative ability objectively. To cultivate students' innovative consciousness and ability, we should start with three dimensions of value theory, epistemology and practice theory, understand innovation from the whole existence of human beings, take the cultivation of complete human beings as the premise of innovation, and take vigorous knowledge as the basis of innovation. To understand and shape the world of life as a source of innovation.
【作者单位】： 中国教育科学研究院;清华大学;
【基金】：中国教育科学研究院科研业务费专项基金课题(GYI2016027)
【分类号】：G40
本文编号：2377326
[Abstract]:In the field of education, innovation has its own characteristics, which not only refers to the novelty of the result dimension, but also emphasizes the autonomy of the subject dimension, the development of the process dimension and the application of the functional dimension. There are four deficiencies in innovative education in today's schools: too much emphasis on the accumulation of objectivity, rational knowledge leads to students' sense of self-insignificance, and the absence of "self" as a conscious object causes "knowing yourself" to be obscured. The value judgment of complexity and simplification encourages the learning attitude of refusing to think, and the lack of structural cognition not only makes the world become a meaningless fragment, but also seriously inhibits the cultivation of students' creative ability objectively. To cultivate students' innovative consciousness and ability, we should start with three dimensions of value theory, epistemology and practice theory, understand innovation from the whole existence of human beings, take the cultivation of complete human beings as the premise of innovation, and take vigorous knowledge as the basis of innovation. To understand and shape the world of life as a source of innovation.
【作者单位】： 中国教育科学研究院;清华大学;
【基金】：中国教育科学研究院科研业务费专项基金课题(GYI2016027)
【分类号】：G40
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