體驗區
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| 篇名 |
评新课程改革中知识的地位之争
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| 並列篇名 |
A Review on the Dispute over the Status of Knowledge in the Chinese New Curriculum Reform
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| 作者 |
周序
、管浏斯
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| 中文摘要 |
知识本身的重要性决定了知识在课堂教学中应当居于核心地位。然而由于对真正的“符号”两个概念的混淆，导致了新课改对知识教育的激烈批判。“三维目标”的提法未认清“知识”、“过程”与“情感”三者之间的关系，造成了客观上知识地位的下降，因此无法解决课堂教学中的种种问题。基础教育改革只有保证了的核心地位，才能够取得成效。
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| 英文摘要 |
The importance of Knowledge renders it the core of classroom teaching. However, due to confusion about the two concepts, real “knowledge”and “symbols”in examinations, knowledge education was fiercely criticized in the new curriculum reform. The concept of “three dimensional goals”confuses the relationship among “knowledge”, “process”as well as “feeling”, which makes the status of knowledge declined, thus problems in classroom teaching can not be well solved. Only the core status of knowledge is guaranteed can the curriculum reform get improved.
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| 頁次 |
39-45
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| 關鍵詞 |
知识
、符号
、教学
、新课改
、Knowledge
、Symbols
、Teaching
、New curriculum reform
、CSSCI
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| 卷期 |
3:5
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| 日期 |
200710
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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