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1.
杜爱印 《教学月刊(中学下旬版)》2007,(2):28-30
一、主题内涵
对话既包括教师与学生的对话，同时也包括学生与学生、学生与本、教师与本之间的多重交叉的对话。对话式教学追求的是一种介入双方互为主体的关系，在以互相关联而又自主、独立、富有意义的对话的基础上，通过双方的创造达成各自的完善和满足。正是这种对话的存在与延续，使得介入双方（或多方）的话语都具有了存在的价值。同时，正是在这具有开放性的空间中，个体才有可能不断展示自我、丰富自我、发展自我、超越自我。[第一段] 相似文献
2.
李普曼以对话为核心的儿童哲学课程及其启示 总被引：3，自引：0，他引：3
儿童哲学作为批判性思维的培养课程,已成为世界众多国家中小学阶段的核心课程。儿童哲学以其“对话”理论贯穿于整个教学过程。儿童哲学的提出者李普曼建构了极为庞大的儿童哲学理论体系,内容涉及对话的目的——意义发现;对话得以形成的平台——探究群体;对话的过程——群体探究;对话环境的激发——儿童哲学教材等诸多方面。儿童哲学对现代教育的启示:儿童生活意义发现是教育的主要目的;主体间性领域的提出更接近对话的教育本质,体现了教育对师生双方主体性的尊重;在创新思维与批判性思维的培养上,儿童哲学作为可操作性的课程,为批判性思维的培养提供了途径。 相似文献
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<正>自我对话,是指教师在教学中常常一个人扮演双重或多重角色,就发现与解决教学情境中的各种问题,以我和非我展开的教与学的认知对话、思维对话、心灵对话、精神对话。自我对话,需要"我"和"你"敞开心扉:交流、互动、合作,自我问答、多方探究、多向思考,从而达成创造性、生成性的教学方案和教学过程,以真正实现教学的有序、生态、生动、本真、创新。随着教育改革的深入发展,课堂由"知识课堂"向 相似文献
4.
在全球化信息时代,对话是生活与学习的一种基本方式。对话也是学校师生生活世界的一部分。近年来,教育交往理论越来越受到人们的关注,独白式教育将由对话式教育代替。一、对话式教育的内涵布贝尔曾经说过,人与人之间就是一种对话的关系、一种“我和你”的关系,对话的过程就是主体之间的相互造就过程,对话的实质就是人与人之间在精神上的相遇。对话作为一种认知方式,是对话主体双方从各自理解的前结构出发而达成的一种视界融合。对话不同于独白,它是对话主体双方在平等基础上所进行的思想交流活动。对话作为认知方式,具有平等性、开放性、理… 相似文献
5.
生本教育主张学习的主体是儿童生命自身,承认儿童具有学习的天性和无限的潜能,坚持把学习的主动权还给学生,提出学习是生命的自我提升和自我完善的活动。在这样的理论基础之上,生本教育认为阅读是儿童生命体和知识生命体的对话,这种对话是悟感展开与感悟生成的过程,而正是通过感悟,儿童生发了原智、原德和原美,儿童的生命得以自我成长与提升。 相似文献
6.
师生对话是课堂教学的主要呈现形式,对话失衡不利于课堂教学的进行,是教师对儿童立场的忽视,是对自我角色的误判,是对揣摩交流的失当。创设理想的课堂教学情境,教师必须遵循语用学合作原则,使教学话语更有利于教学活动的开展。 相似文献
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师生关系实现良性互动的重要途径就是师生对话,在研究生教育阶段,导师与其研究生之间的对话不仅不限于平时的课堂教学,而且更多的是存在于日常的师生交往之中.理解是对话的重要目标,但理解的重要前提是倾听,民主与平等的研究生教育阶段师生对话应当是师生双方互相倾听以达成理解的过程. 相似文献
10.
《语文世界(高中版)》2017,(9)
<正>佐藤学先生曾说:"学习是相遇与对话,是与客观世界对话(文化性实践)、与他人对话(社会性实践)、与自我对话(反思性实践)的三位一体的活动。"真正的学习是一种对话与修炼的过程。对于语文学科而言,基本任务是引领学生在情境中运用语言文字,在运用中陶冶美好情感。"学习真正发生"的语文课堂,必须基于儿童立场,调动学生学习的兴奋点,激活学生的思维,保持积极的状态,在相互倾听、思考、辨析的过程中, 相似文献
11.
Beverley A. Brenna 《Literacy》2011,45(2):55-61
This is a follow‐up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in Reading, 29 (2), 30–33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six‐year‐old ‘Jan’ is now almost 26, and a semi‐structured interview method was used to examine effects the previous study may have had on her development as well as her current preferences regarding reading strategies, comparing her profile to that of her past reading self. In addition, the contemporary qualitative study explores conclusions regarding the reading process that might assist educators in the teaching of reading as well as facilitate further research with young children. Results of this follow‐up study support involving young children as informants regarding their literacy events and imply the need for further research regarding adult readers, related to further understandings of the reading process and best educational practice. 相似文献
12.
Children with Behavioural and Emotional Difficulties: Complex Children,Complex Training for Teachers
This paper consists of two parents’ accounts of their experiences of having children with AD/HD. The article is divided into three distinct sections. In the first section the mother of ‘Simon’ describes her experience of bringing up a child who, from early infancy, presented challenging behaviour. She describes the effect of this on her family and her self esteem as a parent. She goes on to give an account of the process by which ‘Simon’ came to be diagnosed as having AD/HD and the effects of the ensuing treatment programme. In the second section the same writer describes the impact of her experience on her relationships with the extended family. The third section of the paper is provided by a second writer, who is also the mother of a child with AD/HD. This section focuses on the difficulties she experienced in dealing with her child's educational needs and the conflicts which arose between her and staff in her child's school. 相似文献
13.
Jeong-Gil Woo 《Educational Philosophy and Theory》2019,51(11):1091-1105
AbstractThis study investigates the educational thought of Confucius with focus on the educational relationship in the Analects, which is a historical text that defines the foundations of Confucianism. The first part of the investigation examines Confucius’ concept of the educational relationship and how it is characterized with a dialogical spirit, which consists of worldly and secular human-orientedness, co-existentiality as a fundamental principle for educational practice, and dialogue to become an ideal ruler through self-discipline. The second stage of this study further examines the spirit of dialogue in the Analects with consideration of its historical–cultural context. Through this process, the study unravels the historical and cultural limitations of original Confucian educational thought for modern society and proposes a possible way to reengage Confucius’ educational value in today’s modern educational context. 相似文献
14.
Research methods courses typically require students to conceptualize, describe, and present their research ideas in writing. In this article, the author describes her exploration in using arts‐based techniques for teaching research to support the development of students’ self‐study research projects. The pedagogical approach emerged from the author’s sociocultural theoretical perspective in using symbols and dialogue as mediating tools. Three arts‐based research projects were utilized to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers. Data included students’ implementation and assessment of projects; the instructor’s teaching logs; and students’ course evaluations. The projects served to illuminate the subtleties of research interests, self‐understanding and understanding of other’s research, and learning about self‐study by practicing it. Research methods instructors are prompted to consider what happens when students are asked to demonstrate their understanding of research using the arts and when they study the ‘so what’ of using them. 相似文献
15.
The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children’s academic achievement, educational aspirations and self‐concept. Data were collected from 261 (128 boys, 133 girls) 11‐year‐old Taiwanese children. The findings from structural equation modelling suggest that: (a) family social status continues to have an unmediated association with children’s academic achievement, but its relationship to educational aspirations and self‐concept is mediated by children’s perceptions of their more immediate learning environments, and (b) after taking into account differences in parents’ aspirations and parental involvement, children’s perceptions of teachers have strong associations with self‐concept but are not related to differences in academic achievement and educational aspirations. 相似文献
16.
Jacques Vonèche 《牛津教育评论》2013,39(3):263-265
ABSTRACT The need to develop reasoning skills in children through discussion is generally acknowledged by curriculum aims. There is, however, a lack of any definite teaching strategy to fulfil this need. Matthew Lipman's Philosophy for Children programme has had success in this area. As with other ‘collaborative enquiry‐based’ approaches to learning, it depends upon a teaching strategy which enhances children's self‐esteem. This seems a necessary ingredient for the development of rationality, critical awareness and autonomy in children. Inadequate teacher training is suggested as a major reason for the failure of ‘collaborative’ approaches greatly to influence educational practice. With a shift away from the ‘authority/knowledge‐based’ paradigm and the provision of effective teacher training, it is considered that our educational institutions could become more democratically organised, and we would move closer to realising the liberal ideal of developing human potential to the full. 相似文献
17.
Ourania Kouvou 《The International Journal of Art & Design Education》2016,35(2):275-290
This report outlines the cognitive accomplishments of young children involved in graphic dialogue with adults. A token of collaborative drawing is examined exhibiting the degree to which adult informed tutoring enabled children in their drawing development, enhanced their motivation and ability in narration and resulted in drawings meaningful to them. The case studies examined are the result of a three‐year research project conducted by undergraduate students of Athens University Department of Early Childhood Education under the supervision of the author of this article. This game‐like pedagogical strategy is inspired by L. Vygotsky's educational philosophy and based on B. & M. Wilson's model of adult–child graphic dialogue. It is understood as a method of instructing drawing enabling children to pass from that which they can achieve alone to that which they can accomplish with adult assistance. This educational approach answers to a call for a more socially accountable art education addressing the child's need to deal with issues he encounters in his everyday life and as such is open to adult and cultural interference. A similar educational approach intends to challenge the long‐standing, non‐interventionist art educational theory also known as ‘child art’ and its contention that a prerequisite for a creative individual is expression free from social and adult influence. 相似文献
18.
Wilfred Carr 《Educational Action Research》2013,21(3):427-436
19.
教育管理是一种自由实践的审美创造活动,因为教育管理蕴涵着美学精神,即自由与和谐。从状态上看,自由和谐的教育管理就是美的教育管理;从过程来看,美的教育管理实践是复归人自由本性的实践。自由实践的教育管理既具有深刻的哲学意蕴,指向人性的解放、对话与交往、批判与反思以及道德伦理的观照,同时又内含着博弈论的科学机理,追求一报还一报的合作双赢以及自我控制与道德自律。对自由实践的教育管理进行深刻的哲学阐释和机理分析,可使我们更加接近教育管理审美创造活动的本质。 相似文献