| 美国“议题中心教学”的百年演变 |
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| 引用本文： | 刘德华,杭然.美国“议题中心教学”的百年演变[J].比较教育研究,2020(1):3-10. |
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| 作者姓名： | 刘德华 杭然 |
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| 作者单位： | 湖南师范大学教育科学学院 |
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| 基金项目： | 2016年国家社会科学基金教育学一般课题“社会事件融入中小学教育的创新研究”（项目编号：BHA160094）的阶段性研究成果 |
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| 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"为思想基础;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。
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| 关 键 词： | 美国教育 议题中心教学 社会事件 社会科 |
The Centennial Evolution of the “Issues-Centered Approach”in the United States |
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| LIU Dehua,HANG Ran.The Centennial Evolution of the “Issues-Centered Approach”in the United States[J].Comparative Education Review,2020(1):3-10. |
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| Authors: | LIU Dehua HANG Ran |
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| Institution: | (College of Educational Science,Hunan Normal University,Changsha Hunan 410081) |
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| Abstract: | "Issue-centered approach" is a teaching method that organizes students to discuss the controversial issues in society. Since the beginning of the 20 th 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 "Issues-centered approach" in the United States provides a foreign prospect for understanding the relationship between educational reform and social development. |
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| Keywords: | American education issue-centered approach social issues social studies |
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