摘要
从杜威的“做中学”到时下的建构主义,教学研究和实践到底走出了多远?杜威的“做中学”思想中可以提炼出两个原型:手工艺活动和科学研究活动。这两个原型都在后来的研究之中得到了新的发展:从实践活动场景到实践共同体;从实验室到科学共同体。它们在发展方向上殊途同归,都强调了“做”背后的社会文化属性。看清近百年教学思想的发展轨迹有利于我们避免教学改革中的左右摇摆和形式主义。
From Dewey＇ s the idea of learning by doing to the current constructivism, how far has the instructional research and practice gone？ From the idea of Dewey＇ s learning by doing, we can get two forms： handicrafts activities and scientific research activities which have developed a lot in the later researches： from the practical activity settings to the practical community and from the lab to the scientific community which reach the same goal by different routes, both emphasizing the social cultural features. Seeing clearly the route of teaching ideas in the past 100 years can help us avoid the formalism in the teaching reform.
出处
《教育理论与实践》
CSSCI
北大核心
2006年第4期35-39,共5页
Theory and Practice of Education
基金
全国教育科学"十五"规划青年专项课题(EMB010888)的研究成果之一。
关键词
建构主义
做中学
实践共同体
知识建构共同体
教学思想
constructivism
learning by doing
practical community
community of knowledge constructivism
teaching ideas
