| 找寻迷失的人性:探究学习的终极关怀--柏拉图"回忆"学习、杜威"做中学"与建构学习比较 |
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| 引用本文： | 徐学福.找寻迷失的人性:探究学习的终极关怀--柏拉图"回忆"学习、杜威"做中学"与建构学习比较[J].广西师范大学学报(哲学社会科学版),2004,40(4):80-84. |
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| 作者姓名： | 徐学福 |
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| 作者单位： | 广西师范大学,教育科学学院,广西,桂林,541004 |
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| 摘 要： | 古今学从不同视角出发，提出了唯心主义的“回忆”学习、实用主义的“做中学”教学以及建构主义的建构学习。三种学习的共同点是：都提倡解决问题的学习方式，目的都是为了实现或发扬人性；不同点是：解决问题的思维过程不同，认识论基础不同。它们给探究学习的启示是：以发扬人的主体性为终极关怀，融入现有人类化，符合儿童认知规律。
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| 关 键 词： | 回忆 做中学 建构 主体性 |
| 文章编号： | 1001-6597(2004)04-0080-05 |
| 修稿时间： | 2004年8月12日 |
IN QUEST OF THE LOST HUMANITY:THE ULTIMATE CONCERN FOR INQUIRY LEARNING--A Comparison of Plato's Learning by Recollection,Dewey's Learning by Doing,and Constructive Learning |
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| XU Xue-fu.IN QUEST OF THE LOST HUMANITY:THE ULTIMATE CONCERN FOR INQUIRY LEARNING--A Comparison of Plato''''s Learning by Recollection,Dewey''''s Learning by Doing,and Constructive Learning[J].Journal of Guangxi Normal University(Philosphy and Social Science Edition),2004,40(4):80-84. |
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| Authors: | XU Xue-fu |
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| Abstract: | So far there have been three views on learning: the idealist view on learning, the pragmatic view on learning, and the constructive view on learning. They all emphasize problem solving learning, and pursue realization of humanity. They differ from one another in the thinking process of problem-solving and epistemological background. They imply that: inquiry learning should set as its ultimate concern the realization of subjectivity; inquiry learning should base itself on the children's epistemological background. |
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| Keywords: | recollection learning by doing constructive learning subjectivity |
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