高师院校教育学课程改革的实践与反思

Practice and Reflection on Curriculum Reform in Pedagogy of Normal Universities and Colleges

本文针对传统的《教育学》课程实施中存在的学科中心主义倾向和以单一的”传授─接受”模式为主，重知识传授、轻情感、能力培养等弊端，明确提出”激趣、定位；明理、互动”的课程改革设想和”明理”阶段整体把握、板块构建；问题先行、行动研究”的课程实施策略，并就上述课程改革理念在《教育学》课程中的实践情况，进行了比较系统的描述与分析。

The traditional Pedagogy is subject─centered and treats the “teaching─receiving” model as the main one which takes knowledge teaching seriously while ignore the cultivation of emotions and abilities. Based on the above problems， this article introduces a framework of curriculum reform characterized by “motivation， orientation， edification and interaction” and a strategy of “module─based and task─based” at the stage of “edification”. It systematically describes and analyzes the implementation of the above conception of curriculum reform in Pedagogy.