对两种哲学课型教学实效性的对比分析  

Contrastive Analysis on Effectiveness between Two Models of Philosophy Teaching

作　　者：朱荣英[1] 

机构地区：[1]河南大学马列部,河南开封475001

出　　处：《河南教育学院学报（哲学社会科学版）》2005年第2期117-119,共3页Journal of Henan Institute of Education(Philosophy and Social Sciences Edition)

基　　金：河南省青年骨干教师资助项目 (G2 0 0 2 0 0 5 )

摘　　要：“照着讲”与“接着讲”作为当前两种最常见的哲学课型,其教学实效性大相径庭:前者因对哲学缺乏有深度的理解且形式古板单一,极易造成信仰危机和个性化迷失,是一种失败的课型;后者因接在政治语境、历史叙事和个性化创新上进行讲授,既能凸现哲学教学的政治教化功能和丰厚的历史文化底蕴,又能照亮讲授者的人格魅力及其价值立场。'Literal Lecture' and “Creative Lecture' are two prevalent models of philosophy teaching today, but they differ greatly in effectiveness. The former may easily result in thought erosion, belief crisis and individuality loss due to its surface understanding of philosophy concept and dull, simply form. Apparently, it is an unsuccessful model. On the contrary, because the latter emphasizes political context, historical facts and individual creativity, it can not only display the political didactic function of philosophy teaching and rich cultural historical basis of philosophy, but also show the lecturer's individuality and value orientation. So, it is a successful model.

关 键 词：照着讲 接着讲 哲学课型 教学实效性 

分 类 号：B0-4[哲学宗教—哲学理论]