“后现代主义”教育思想与新课程教育理念的对比分析  

A Comparative Analysis of Philosophy of Education between Post-Modernism and New Curriculum Innovation

作　　者：王彩琴[1] 

机构地区：[1]河南师范大学外国语学院,河南新乡453007

出　　处：《河南师范大学学报（哲学社会科学版）》2007年第1期225-227,共3页Journal of Henan Normal University(Philosophy and Social Sciences)

基　　金：河南省高等教育教学改革研究项目"师范院校的教育功能与中小学英语教师的专业素养衔接研究"(项目编号:教高2006-102/287)

摘　　要：后现代主义产生于20世纪下半叶,其教育思想在当时轰动一时。2001年,我国教育部开始实施基础教育新课程改革,并在全国范围内开设了新课程改革试验区,倡导广大教师进行教学反思、角色转换,重新理解“教与学”、“师与生”的关系,其中的教育理念与后现代主义的教育思想有着诸多不谋而合之处。Post-Modernism came into being in the later half of the 20th century, which aroused heated discussion at that time. In 2001, the Ministry of Education of China began to implement New Curriculum Innovation, and called on the teachers to learn to reflect on their daily teaching, to think about their roles in classroom as well as in society, and to re-interpret the nature of teaching. Some of the similarities between these two are presented and interpreted here in this article.

关 键 词：后现代主义 教育理念 新课程改革 

分 类 号：G42[文化科学—课程与教学论]