| 生成性思维及其教学意蕴 |
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| 引用本文： | 罗祖兵.生成性思维及其教学意蕴[J].当代教育与文化,2011,3(3):75-79. |
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| 作者姓名： | 罗祖兵 |
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| 作者单位： | 华中师范大学,教育学院,湖北,武汉,430079 |
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| 基金项目： | 教育部人文社会科学研究青年基金 |
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| 摘 要： | ＂生成＂作为一种思想,在古希腊就已产生,但作为一种思维方式,则开始于现代哲学。生成性思维认为事物及其本质是在其发展过程中生成的而不是预先存在的。它具有重关系、重创造、重非线性、重过程、重具体等特征。在生成性思维视阈下,学生是生成性的存在,具有无限的发展可能;教学是过程性的存在,具有无限创生的可能。
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| 关 键 词： | 生成 生成性思维 教学 |
Generative Thinking and Its Instructional Significance |
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| LUO Zu-bing.Generative Thinking and Its Instructional Significance[J].Contemporary Education and Culture,2011,3(3):75-79. |
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| Authors: | LUO Zu-bing |
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| Institution: | LUO Zu-bing(School of Education,Central China Normal University,Wuhan,Hubei,430079,PRC) |
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| Abstract: | The concept of"generation"can be dated back to ancient Greece;but as a thinking mode,it is the product of modern philosophy.In generative way of thinking,things and its nature are generated in their developing processes,rather than being preconceived.The characteristics of generative thinking are its emphasis on relation,creation,non-linearity,process and concrete.From the perspective of generative thinking,students are generative beings with great developmental potentiality,and instruction is a process existence,and has great possibility of creation. |
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| Keywords: | generation generative thinking instructional significance |
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