體驗區
|
| 篇名 |
美国“议题中心教学”的百年演变
|
| 並列篇名 |
The Centennial Evolution of the “Issues-Centered Approach” in the United States
|
| 作者 |
刘德华(LIU Dehua)
、杭然(HANG Ran)
|
| 中文摘要 |
“议题中心教学”是围绕社会中发生的争议性问题而组织学生展开讨论的一种教学方式。20世纪初以来，美国“议题中心教学”经过了初创、发展和完善三个阶段。“议题中心教学”思想在初创阶段以关注社会问题为起点，以“社会重建论”为思想基袖；在发展阶段，重视社会科学知识与方法的运用，提出了决策制定模型和反思探究模型等教学模式；在完善阶段，议题内容拓展到科学、语言与艺术等领域，“科学－技术－社会”的教学模式日臻成熟。美国议题中心教学思想的百年演变为认识教育变革与社会发展的关系提供了来自异域的图景。
|
| 英文摘要 |
“Issue-centered approach” is a teaching method that organizes students to discuss the controversial issues in society. Since the beginning of the 20th century, the “Issue-centered approach” in the United States has gone through three stages: establishment, development and improvement. In the initial stage, the idea of the “Issue-centered approach” started from paying attention to social problems, and its ideological basis was “the theory of social reconstruction” ; in the stage of development, it attached importance to the application of social science knowledge and methods, and put forward the decision-making model, the reflective inquiry model and so on; in the stage of improvement, the content of the topic was expanded to the fields of science, language and art as well, and the teaching model of “Science-Technology-Society” has gradually become more mature. The centennial evolution of the “Issue-centered approach” in the United States provides a foreign prospect for understanding the relationship between educational reform and social development.
|
| 頁次 |
003-010
|
| 關鍵詞 |
美国教育
、议题中心教学
、社会事件
、社会科
、American education
、issue-centered approach
、social issues
、social studies
、CSSCI
|
| 卷期 |
42:1
|
| 日期 |
202001
|
| 刊名 |
比較教育研究
|
| 出版單位 |
北京師範大學/研究所
|
|
相關文獻 :
客服信箱