體驗區
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| 篇名 |
对现代课程的批判与后现代课程的建构－对多尔后现代课程观的解读
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| 並列篇名 |
Criticism of Modern and Postmodern Curriculum Course Construction: A Doll's interpretation of the modern curriculum
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| 作者 |
王嘉毅
、程岭
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| 中文摘要 |
社会进步呼唤教育变革，教育变革促使课程“内化”后现代思想。后现代课程体现了开放性、建构性、非线性、非连续性的特点。后现代主义课程观虽然没有起点和终点，但是有界限，交叉点和焦点即为其界限。师生的“心灵”在课程实施中既是一个有创造发展力的动词，又成了一个批判性建构的工具。在实施中需要教师随机调整形象，对学生的“认知”不断进行刺激，力求达到4R的效果。
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| 英文摘要 |
The progress of society calling for education reform, education reform program to promote the internalization of the post-modern thought. Reflects the post-modern course open, constructive, non-linear, non-continuous features. Although there is no post-modernist start and end, but there are limits, and focus is the intersection of their boundaries. Teachers and students of the “soul” in Curriculum Development in the creation of both a verb, but also became a critical tool for building. Teachers were needed in the implementation of the adjustment in the “self” on the student's “cognitive” to stimulate continuous, and strive to achieve the effect of 4R.
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| 頁次 |
055-059
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| 關鍵詞 |
后现代主义
、多元化
、生态课堂
、post-modernism
、diversity
、ecological classroom
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| 卷期 |
8:3
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| 日期 |
201106
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| 刊名 |
基礎教育
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| 出版單位 |
華東師範大學
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