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一、教学论发展史上的有关理论和启示自从捷克教育家夸美纽斯(1592-1670)在1932年《大教学论》中第一次提出“班级授课制”以来,对教学过程诸因素的关系就开始展开了争论。传统教育学的奠基人赫尔巴特(1776-1841)经过论证提出了教育体系中占中心地位的是教学,从而确立了教学在教育中的地位。教学过程中,美国教育家杜威以其实用主义理论主张在教师和学生之间,以学生为中心,强调了学生的中心地位,忽视了教师的主体作用。继而,苏联著名教育理论家凯洛夫(1893-1978)在其主编的《教育学》中提出了以教师、课堂、教科书为中心,与杜威的理论截然不同的“三中心”理论,强调了
I. Theory and Enlightenment in the History of the Development of Teaching Theory Since the first teaching of “Class Teaching System” in the 1932 “Great Teaching Theory” by the Czech educator Comenius (1592-1670), various factors of the teaching process Relationships began to debate. Helbat (1776-1841), the founder of traditional pedagogy, has argued that teaching is central to the education system, thus establishing the position of teaching in education. In the process of teaching, the American educator Dewey used his pragmatism theory to advocate between the teacher and the student and the student as the center, emphasizing the student’s central position and ignoring the main role of the teacher. Then, the famous education theorist of the Soviet Union, Kelloff (1893-1978), in his editor’s book “Pedagogy,” put forward the “three centers” theory that centers on teachers, classrooms, and textbooks, and is completely different from Dewey’s theory, emphasizing that