摘要
后现代教育作为一种教育理论 ,具有“全民教育”、“终身教育”、“主体教育”、“通识教育”等本质特征。 2 1世纪基础教育的课程目标建设在共识的课程观的基础上 ,应该更加强调教育的全面性和基础性、终身学习 ;更加强调个性、创造精神、创新能力和综合能力的培养 ;更加强调人文精神、课程的开展性目标及表现性目标、师生之间的交流与合作。在探讨 2 1世纪基础教育课程目标时必须处理好后现代教育与素质教育、主体教育的关系 。
As an educational theory, postmodern education has many features, such as popular education, continuing education, subjective and general education. Most in educational circles today have a common sense that curriculum goals for basic education in the 21st century should emphasize what is general, basic and lifelong. They also believe that priority should be given to comprehensive education that emphasizes individuality, creativity, and innovation. Most educators insist that a humanistic spirit, the curriculum goal of potential development and communication and cooperation between instructors and students should also be stressed. Looking at the relationship between postmodern education and quality education, subjective education must be stressed. And it must be clear that there is still a long way to go to narrow the gap between the existing curriculum goals and the theoretical ones.
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2000年第4期32-38,共7页
Journal of Beijing Normal University(Social Sciences)
基金
全国哲学社会科学"九五"规划国家课程<面向 2 1世纪中国基础教育课程教材改革研究>子课题
关键词
课程目标
后现代教育
开展性目标
表现性目标
postindustrial society
curriculum goals
modern education
postmodern education
