摘要
生长点是教学论发展的关键问题 ,历史上教学论领域的每次重大突破和革新 ,都源于生长点的重大突破和重新抉择。赫尔巴特的统觉论、杜威的经验论以及罗杰斯的自我论等都曾促进了教学论的发展。在新的世纪 ,现代教学论的发展需要寻找新的生长点。主体性理论是时代精神的具体体现 ,它给我们提供了正确的认识论和方法论 ,并以其开放性而不断发展。因此 ,以主体性为现代教学论的生长点不仅是必要的、必然的 ,而且具有明显的优越性。
Growing point is the key to the development of instructional theory, in the history of instructional theory, every important breakthrough and innovation rooted in the major breakthrough and re-selection of growing point. J·F·Herbart's theory of apperception , J·Dewey's theory of experience and C·R·Rogers' theory of ego once promoted the development of instruction theory, but in the new century, there should be the new growing point for the development of the modern instructional theory. Subject theory is the concrete expression of the spirit of the times, it provides us the correct epistemology and methodology, and grows constantly because of its opening. So it not only is necessary, inevitable but also superior for us to make the subjectivity as the growing point of the modern instructional theory.
出处
《西南师范大学学报（人文社会科学版）》
CSSCI
北大核心
2001年第1期50-55,共6页
Journal of Southwest China Normal University(Philosophy & Social Sciences Edition)
关键词
教学论
生长点
经验
主体性
赫尔巴特
杜威
罗杰斯
instructional theory
growing point
apperception
experience
ego
subjectivity
