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活动教学的理论基础源于l9世纪末美国的实用主义教育哲学,然而大大推动其发展的还是以杜威为代表的进步主义教育运动。它主张教育内容与学生的社会经验和活动密切相连,以问题解决学习为主要,通过学生主体的实践性学习活动,促进其人格的全面发展。由此可见,活动教学它符合新课程所倡导的以学生为主体,注重培养学生的创新精神和实践能力,这就注定活动教学必将在新课程教学占据一席之地。
The theoretical basis of activity teaching originated from the philosophy of pragmatism education in the United States at the end of the 19th century. However, it greatly promoted its development as a progressive education movement represented by Dewey. It advocates that the content of education is closely linked with the social experience and activities of students, and that problem-solving learning is the main way to promote the all-round development of personality through the practical learning activities of students’ subjects. This shows that it is in line with the activities of the new curriculum advocated by the students as the main focus on cultivating students’ innovative spirit and practical ability, which destined to activity teaching is bound to occupy a place in the new course teaching.