| "主体性教育"认识误区三题 |
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| 引用本文： | 徐金城."主体性教育"认识误区三题[J].哈尔滨学院学报,2004,25(4):81-84. |
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| 作者姓名： | 徐金城 |
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| 作者单位： | 南京师范大学,泰州学院,江苏,泰州,225300 |
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| 摘 要： | 在“主体性教育”蔚然成风的形势下．一些追“风”者走入了“过犹不及”的道路，在对“主体性教育”认识和把握上进入了误区，一是认为在课堂教学中教师少讲或不讲就是“主体性教育”；二是认为在班级管理中教师少管或不管就是“主体性教育”；三是把主体性与创造性完全等同。其实．“主体性教育”有其内在的本质特征，教师应从根本上把握，以免使教育实践活动从一个极端走上另一个极端。
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| 关 键 词： | 主体性教育 误区 |
| 文章编号： | 1004-5856(2004)04-0081-04 |
| 修稿时间： | 2003年10月22 |
Three Misunderstandings in the Practice of Subjectivity Education |
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| XU Jin-cheng.Three Misunderstandings in the Practice of Subjectivity Education[J].Journal of Harbin University,2004,25(4):81-84. |
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| Authors: | XU Jin-cheng |
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| Abstract: | As more and more educators accept the idea of subjectivity education, some followers go to the other extreme. Briefly speaking, there are three misunderstandings in the practice of subjectivity education. Firstly, teacher's giving less or nil lectures in class means the subjectivity education; secondly, teacher's less or nil participation in the management of class means the subjectivity education; thirdly, subjectivity is equal to creativity. In fact, subjectivity education obtains its essential characteristics. Teachers should understand them properly, so as not to go from one extreme to the other. |
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| Keywords: | subjectivity education misunderstanding |
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