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“范式”这一概念最早是由美国著名的科学史家托马斯·库恩于1962年在其名著《科学革命的结构》一书中提出来的[1]。它的基本涵义是指一个特定社团共同接受的信仰、公认的价值和技术的总和。教育研究者把范式引入教学研究领域,由此出现了教学范式。“对话教育范式”是以尊重学生个性、尊重学生人格为前提,在尊重、信任、平等、和谐、相互的理解基础上,以相互商量、探讨的形式进行的一种精神上双向交流、沟通,从而达到一种共识的教育方式。它与传统“授受教育范式”是一个完全不同的全新概念。在学校德育工作中,对话是一种常用的教育方式,如何进行深入细致的对话教育。本文力求从与班主任对话、与学生对话和与家长对话三层面探讨“对话教育范式”在学校德育管理中的深度运用。
The concept of “paradigm” was first proposed by the well-known American historian Thomas Kuhn in his famous book “The Structure of the Scientific Revolution” in 1962 [1]. Its basic meaning is the sum of beliefs, recognized values, and technologies that are accepted by a particular community. Educational researchers have introduced paradigms into the field of teaching research, and a teaching paradigm has emerged. “Dialogue education paradigm” is a two-way exchange in spirit in the form of respecting, trusting, equal, harmonious, and mutual understanding based on respecting student personality and respecting student personality. Communicate so as to reach a consensus education. It is a completely different and new concept than the traditional “education paradigm”. In the school’s moral education work, dialogue is a common method of education, and how to conduct in-depth dialogue education. This article seeks to explore the deep application of “dialogue education paradigm” in school moral education management from three aspects: dialogue with class teacher, dialogue with students, and dialogue with parents.