體驗區
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| 篇名 |
一个“设计迷”的转变之旅——俞子夷设计教学法实验的历史考察与价值审视
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| 並列篇名 |
The Transformation of a Project Method Fanatic: The Historical Investigation and Value Inspection of the Teaching Experiment of Project Method by Yu Ziyi
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| 作者 |
方超群(FANG Chao-qun)
、周勇(ZHOU Yong)
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| 中文摘要 |
俞子夷是民国时期设计教学法实验的代表人物，但其对设计教学法的态度经历了从认可到怀疑的转变过程。他积极引入设计教学法，意在激发学生内在学习动机，纠补讲授法僵化死板之弊端。但在实验过程中，他发现完全依凭儿童自发兴趣来选择设计主题，易流于低水平重复，学生也不能获得真实进步，于是从教师引导、学科指向、技能训练、课程整合等四个方面加以改进，实现了设计教学法的本土改造。但他最后又怀疑设计教学法的效用，是因其背后所蕴含的“儿童中心”理念与学校教育的基本功能相冲突。俞子夷的“转变”带来的启示在于：学校从来不是以儿童为中心，而是以儿童的发展为中心，学校教育不能一味追求回归儿童生活、倡导自主学习等种种教学新模式而遗忘其基本使命。
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| 英文摘要 |
Yu Ziyi was a representative of Project Method Experiment during the Republican period, but his endorsement of Project Method shifted towards doubt and uncertainty. He positively introduced Project Method, with the intention of stimulating the students’ inner learning motivation, and remedying the rigidity of Lecture Method. However, in the course of the experiment, he found that the teaching tended to repeat at a low level if the design themes were chosen completely according to the children’s spontaneous interest, and the students could not get actual improvements. Therefore, he remolded Project Method from teacher guidance, subject direction, skill training, and curriculum integration, and eventually accomplished the local amelioration of Project Method. Nonetheless, he ensued to suspect the effectiveness of Project Method on the account that its concept of "child-centered" conflicted with the basic functions of school education. Yu Ziyi’s transformation has revealed that schools should never center on children but on children’s development, and school education should not blindly pursue new teaching modes such as returning to children’s lives and advocating independent learning while forgetting its basic educational mission.
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| 頁次 |
070-081
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| 關鍵詞 |
俞子夷
、讲授法
、设计教学法
、深层困境
、学校教育
、Yu Ziyi
、Lecture Method
、Project Method of teaching
、deep dilemma
、school education
、CSSCI
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| 卷期 |
18:3
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| 日期 |
202206
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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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| DOI |
10.14082/j.cnki.1673-1298.2022.03.007
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