对“教育学”四种反思意见的反思——兼论教育学教学的维度与方法

发布时间：2018-05-31 17:33

本文选题：公共课 + 教育学　；参考：《全球教育展望》2015年06期

【摘要】：围绕教育学课程与教学有四种反思批评意见。一是教育学学科本身理论性薄弱,方法不科学;二是教育学课程定位摇摆模糊,确立的目标任务言过其实;三是教育学教材内容松散庞杂,观念陈旧知识缺乏优化;四是教育学教学没有真正落实学生的实践能力培养,说教灌输死记硬背。四种反思意见某些描述可能正确,共同的错误是把教育学知识看作由优秀的头脑完全预先编排好外在于教学活动的东西,而不是教学活动本身之一部分,因而都希望用一揽子外科手术式方法对教育学教学存在的问题进行全盘策划,总体解决。然而这不可能,也是有害的思想。比较可能的解决方法是让历史、比较、哲学三个维度和讲授、讨论和练习三种方法有机结合起来,形成立体有深度的教育学课堂。
[Abstract]:There are four critical opinions about the curriculum and teaching of pedagogy. One is that pedagogy itself is weak in theory and the method is not scientific; the other is that the orientation of pedagogy curriculum is uncertain and the established target task is overstated; third, the content of pedagogy teaching material is loose and complicated, and the old idea knowledge is not optimized. Fourth, pedagogy teaching does not really carry out the cultivation of students' practical ability, preaching and inculcating by rote. Four reflections some descriptions may be correct, and the common mistake is to think of pedagogy knowledge as something completely prearranged by a good mind, not as a part of the teaching activity itself, but not as part of the teaching activity itself. Therefore, they all hope to plan and solve the problems in pedagogy teaching with a surgical package. However, this is impossible, is also harmful thought. The possible solution is to combine the three dimensions of history, comparison, philosophy and teaching, discussion and practice to form a solid and deep pedagogy classroom.
【作者单位】：合肥师范学院教师教育学院;
【基金】：2014年度安徽省高等学校振兴计划合肥师范学院“学科建设与研究生教育类——教育学”(项目编号:2014zx01)研究成果之一
【分类号】：G40

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