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美国教育家杜威在1902年《儿童与课程》中首次提出“教材心理化”,旨在解决好“逻辑的”(系统知识)与“心理的”(儿童已有的经验)二者之间的矛盾。杜威“教材心理化”主张不仅在当时起到了进步作用,在今天仍具有时代意义。本文拟从“教材心理化”主张切入,阐述“教材心理化”的原则要求,并结合当前高职英语教材中存在的问题进行分析,试图能为当前高职英语教材改革带来一些启迪。
American educator Dewey first proposed “textbook psychology” in “Children and Curriculum” in 1902 to solve the problem between “logical” (system knowledge) and “psychological” (child’s existing experience) contradiction. Dewey’s “textbook psychology” not only played a progressive role at that time, but it still has the significance of the times today. This article intends to cut from the argument of “textbook psychology”, elaborates the principle of “textbook psychology”, and analyzes the existing problems in the current English textbooks of higher vocational education in an attempt to bring enlightenment to the current reform of English textbooks for higher vocational education.