| 当代教学范式研究 |
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| 引用本文： | 陈晓端.当代教学范式研究[J].陕西师范大学学报(哲学社会科学版),2004,33(5):113-118. |
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| 作者姓名： | 陈晓端 |
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| 作者单位： | 陕西师范大学,教育科学学院,陕西,西安,710062 |
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| 摘 要： | 教学范式是指人们对教学这一特殊的社会现象和复杂的实践活动最基本的理解或基本看法。当代有五种教学范式受到了学者们普遍的关注,即艺术范式、科学范式、系统范式、能技范式和反思范式。当代教学是一种多元复合范式的活动。任何一种单一的观点都无法从本质上对其进行全方位的解释和把握。课堂教师应该树立当代教学是一种复合范式活动的新理念,坚持用多种视角对教学进行整体把握,以便从系统整体的角度去理解教学过程各因素的相互关系,从艺术的角度去体验渗透于教学活动之中的情感与美感,从科学的角度去审视有规律的教学活动过程,从反思的角度去检讨教学理论的应用与教学实践的效果,从能力的角度去理解教学专业化发展的根本途径。
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| 关 键 词： | 教学范式 教学理论 教学活动 教学研究 |
| 文章编号： | 1672-4283(2004)05-0113-06 |
| 修稿时间： | 2003年11月18 |
On Modern Teaching Paradigm |
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| CHEN Xiao-duan.On Modern Teaching Paradigm[J].Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition),2004,33(5):113-118. |
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| Authors: | CHEN Xiao-duan |
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| Abstract: | The teaching paradigm refers to a society's basic understanding and view with regard to teaching as a special social phenomenon and complex social practice. In terms of modern teaching paradigm, there sre five identified teaching paradigms widely noticed by scholars, that is, artistic paradigm, scientific paradigm, systematic paradigm, ability-technics paradigm and reflective paradigm. Since modern teaching is an activity of multi-dimensional complex paradigm, none of single views will bring about an overall explanation or control of it in essence. Therefore, classroom teachers should set a new perception that modern teaching is a complex paradigm. They should maintain a multiple view of teaching so as to systematically and comprehensively understand interrelations of all factors involved in the process of teaching, to artistically experience emotion and sense of beauty permeating throughout teaching, to scientifically observe the regular teaching process, to critically examine application of teaching conception and effects of teaching practice and to comprehend the basic means to develop teaching profession in terms of ability. |
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| Keywords: | teaching paradigm teaching theory teaching activity teaching study |
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