體驗區
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| 篇名 |
对学习中心教学论的质疑与批判——兼论教学过程中教与学的关系
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| 並列篇名 |
A Question and Criticism on the Learning Centered Teaching Theory: Rethinking the Relationship between Teaching and Learning in the Teaching Process
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| 作者 |
王芳芳(WANG Fang-fang)
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| 中文摘要 |
学习中心论是近年来教学论的主导理论，在肯定其贡献的基础上，对该理论的立论依据和核心论点进行分析和质疑，发现在教与学关系的解释方面，“主体教育思想”“新基础教育论”和“生本教育思想”难以支撑学习中心论。学习中心论存在消解教师主体性导致师生关系异化、限制教师教的实体价值、固化教学活动结构等缺陷。“学习中心”并不能彻底消除长期以来我国课堂“讲授中心”带来的教与学分离问题，摒弃二元对立思维，结合教学过程的动态连续性，重建教与学在教学世界中的共在与交融关系，推动师生与具体教学情境之间进行积极地反思性对话，是构建教与学紧密和谐关系的基本途径。
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| 英文摘要 |
Learning-centered theory has become one of the dominant teaching theories in recent years. After affirming its contribution, analyzing and questioning its theoretical basis and core arguments, it is found that current interpretations about the relationship between teaching and learning cannot support learning-centered theory, such as ‘the thought of subject education’, ‘the theory of new basic education’ and ‘student-centered educational thought’. Learning-centered theory has the defects of dispelling teacher’s subjectivity, leading to the alienation of teacher-student relationship, restricting the actual value of teacher’s teaching, solidifying the structure of teaching activities. ‘The learning centered’ cannot completely eliminate the problem of separation of teaching and learning caused by ‘the teaching centered’ in our classrooms for a long time. Abandoning the binary opposition thought, combining the dynamic continuity of the teaching process, reconstructing the coexistence and blending relationship between teaching and learning in the teaching world, and promoting a positive and reflective dialogue between teacher-students and specific teaching situations is the basic way to build a close and harmonious relationship between teaching and learning.
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| 頁次 |
047-057
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| 關鍵詞 |
学习中心论
、讲授中心
、教与学关系
、learning-centered theory
、the teaching centered
、teaching and learning relationship
、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.1673-1298.2022.03.005
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