摘要
传统教学方法与现代教学方法的界定是相对的 ,可以从时间上和特征上去区分。两种方法的某些特征是对立的 ,但从结构和功能上看 ,现代教学方法有机地融合了传统教学方法。现代教学方法还有机地融合了杜威的教学方法、现代心理学研究成果和现代教学技术。
The definitions of the traditional instruction approaches and the modern ones are relatively given. They can be differentiated from the chronological perspective and from their characteristics. Some characteristics of the two approaches contradict with each other. However, the modern ones have integrated the traditional ones in the sense of structure and function. They have also integrated the approaches of John Dewey, the achievements of the modern psychology and instructional technology. Overall, the modern ones have surpassed the traditional ones.
出处
《华南师范大学学报（社会科学版）》
CSSCI
2003年第6期91-97,共7页
Journal of South China Normal University：Social Science Edition
基金
全国教育科学"十五"规划教育部重点课题"生本教育的观念和实践模式研究"(郭思乐教授主持
批准号 :DHA0 1 0 2 71 )的分支课题"生本教育理念下之教学方法研究"的阶段性研究成果
湛江师范学院科学研究资助项目
关键词
心理学
“现代教学法”
“传统教学法”
杜威
学生
教师
traditional instruction approaches
modern instruction approaches
contradict
Integrate
surpass
