| 教育中的兴趣概念 |
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| 引用本文： | 丁道勇.教育中的兴趣概念[J].学科教育,2014(3):27-33. |
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| 作者姓名： | 丁道勇 |
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| 作者单位： | 北京师范大学教育学部教育基本理论研究院,北京100875 |
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| 基金项目： | 本文系北京高等学校青年英才计划项目（项目号：YETP0297）研究成果. |
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| 摘 要： | 兴趣的三个定义，在解释力上依次递进，分别对应于不同的作用机制以及教育建议。其中，作为事物属性的兴趣，要求教师研究教学素材，在苦学与乐学传统中间做选择。作为目的的兴趣，要求教师研究学生，提供支持条件，引导和满足学生的需求。这两个定义，都没有正面回答在兴趣状态下，学习者心理感受的性质问题。阿诺德的兴趣定义强调，在兴趣状态下个人感受到的是紧张。这种紧张状态，可以推动学习活动的进展。这个定义，较为圆满地刻画了兴趣促进学习的作用机制。基于此，我们对学习活动的理解需要更新。一线教师们也可以据此调整自已的工作。
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| 关 键 词： | 兴趣 事物属性 目的 紧张 |
The Concept of Interest in the Process of Education |
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| DING Dao-yong.The Concept of Interest in the Process of Education[J].Journal of Subject Education,2014(3):27-33. |
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| Authors: | DING Dao-yong |
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| Institution: | DING Dao-yong (Faculty of Education, Beijing Normal University, Beijing 100875, China) |
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| Abstract: | There are three definitions of interest which differ in interpretive power and theoretical schemes and educational implementations. To use interest as a property of certain things, teachers need to research into teaching materials, and to choose between leisure study and hard study. To use interest as an aim, teachers should research into students and facilitate the students＇ development based on their needs. Both definitions do not directly address the nature of the learners~ feeling. Felix Arnold focused on this question and provided a more acceptable definition of interest. Arnold held that when people feel interest, they are in some kinds of restless mood. This mood can be a psycho-motor to facilitate the learning process. Such a definition portrays well the mechanism of interest in the process of education. Based on the definition, we should renew our understanding of learning activities and teachers can adjust their work. |
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| Keywords: | interest property of things aim restlessness |
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