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遇到一门课程,我们势必要问:为什么学?学什么?怎么学?为什么学,紧扣的是教育价值问题;学什么和怎么学,追问的是教育的实用性问题。教育的价值问题指导课程的定位,教育的实用性问题决定课程的学法。以往的学校历史课程,严格讲只有教学。因其教育的功能薄弱,而使课程相当地呆板。学生、教科书和教师三者的关系,如同一个可以“变形”的三角形。上端的一点为控制点,是教科书的位置,下面的两个点是辅助点,即学生和教师。此三者之间,究竟是形成直角关系、锐角关系,还是钝角关系,完全要看教科书
When we encounter a course, we must ask: Why learn? What to learn? How to learn? Why learn, closely linked to the issue of educational value; what to learn and how to learn, to ask is the practical issue of education. The value of education guides the orientation of the curriculum and the practicality of education determines the learning method of the curriculum. Past history of the school curriculum, strictly speaking, only teaching. Due to the weak function of education, the course is quite dull. The relationship between students, textbooks and teachers is like a triangle that can be “deformed.” The upper point is the control point, which is the textbook location. The next two points are the secondary points, students and teachers. Between the three, what is the formation of right-angle, acute-angle relationship, or obtuse angle, depends entirely on the textbook