| 高师公共教育学的意义重建 |
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| 引用本文： | 雷晓云.高师公共教育学的意义重建[J].课程.教材.教法,2004(8). |
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| 作者姓名： | 雷晓云 |
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| 作者单位： | 广州大学教育学院 广东 |
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| 摘 要： | 公共教育学在学生观、发展观和知识观等方面与新课程理念有冲突,思维框架的差异是导致二者冲突的根本原因。要适应新课程改革的需要,公共教育学课程必须首先实现从科学主义认识框架向生成性思维的转换,进而实现从“科学认识”意义观向“人的整体生成”意义观的重建。“人的整体生成”意义观只是重建公共教育学的一个理论起点,理论意义要变为现实,还需要公共教育学课程启动从教材、教学过程到评价制度的全面重建工程。
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| 关 键 词： | 公共教育学 意义重建 科学认识 生成性思维 人的整体生成 |
Restructuring Public Education Course in Senior Normal Schools |
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| LEI Xiao-yun.Restructuring Public Education Course in Senior Normal Schools[J].Curriculum; Teaching Material and Method,2004(8). |
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| Authors: | LEI Xiao-yun |
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| Abstract: | Public education course has conflicts with the ideas of new curriculum in respects of students'view, development view and knowledge view. The differences in thinking lead to the conflicts. To meet the needs of new curriculum reform, public education course must realize the transformation from scientific doctrine to generative thinking, then restructuring "whole-person development" from "scientific knowledge". "Whole-person development" is the starting point of restructuring public education course. In order to turn theoretical meaning into reality, it will need the reconstruction project including developing teaching materials, teaching process and evaluation system. |
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| Keywords: | public education rebuilding meaning scientific knowledge generative thinking whole-person development |
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