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篇名 |
[去冲突化]教学及其批判
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並列篇名 | De-conflictionin Teaching and Criticism of It |
作者 | 王爱菊 |
中文摘要 | [去冲突化]教学并非某种特殊的不当教学类型,而是当前很多教学过程当中共同存在的行为倾向和行为方式。[去冲突化]教学的现实表现包括:忽略与排斥隐性教学冲突;敷衍与排除显性教学冲突。[去冲突化]教学禁锢思维、压抑个性、打击兴趣,是一种教师通过伤害自己的方式来伤害学生的教学。究其原因,主要包括四个方面:效率主义当道;工具理性宰制;非理性权威泛滥;自我主体性消解。 |
英文摘要 | De-conflictionin teaching is not a special inappropriate teaching type, but a kind of tendency and manner existing in teaching course. De-conflictionin teaching is characterized in two dimensions in reality: ignoring and avoiding covert conflicts, and muddling through and excluding overt conflicts. It imprisons thinking and suppresses character and interest; and it is a kind of teaching in which teachers hurt students through hurting themselves. The reasons leading to de-conflictionin teaching includes: the excessive emphasis on teaching efficiency, the control of instrumental rationality, the spread of irrational teacher authority, and the disappearing of teachers' self-subjectivity. |
起訖頁 | 033-042 |
關鍵詞 | 批判、教学冲突、[去冲突化]教学、criticism、de-conflictionin teaching、conflict in teaching |
刊名 | 教育學報 |
期數 | 201010 (6:5期) |
出版單位 | 北京師範大學 |
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| 社会科教科书中的异域文化--以国际理解教育为视角的考察 |
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| 学前教育理论发展存在的问题与未来的路向 |