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在以往的课程建设中,分科主义表现得非常明显,各科的教师只强调和关心自己所执教的学科.在他们的心目中并没有一个学科建构的整体思想。体现21世纪课程改革的全日制义务教育课程标准的颁布,实现了跨学科的大教育观,使得教育真正成为一个整体。这种建构的整体教育观强调,知识是通过学生活动不断建构起来的,而非预先存在。所有课程都应该具备一定的环境,给出一定条件,提供一定的资源,教师和学生在互动当中,不断形成认识,学生在不断地建构知识当中发现意义,这才是真正的学习。
In past curriculum construction, sub-divisionism has been very obvious, teachers in various subjects only emphasize and care about the discipline they teach, in their mind there is no overall idea of discipline construction. The promulgation of the full-time compulsory education curricula standard which embodies the 21st century curriculum reform has realized the interdisciplinary grand education concept and made education truly become a whole. This structured concept of holistic education emphasizes that knowledge is continually constructed through student activities rather than pre-existing. All courses should have a certain environment, given certain conditions, to provide some resources, teachers and students in the interaction among them, continue to form awareness, students continue to construct knowledge found meaning, this is the real learning.