高等学校和谐课堂“四因说”  

"The Four-Cause Hypothesis" for Harmonious Classes in Higher Institutions

作　　者：母小勇[1] 朱苏[1] 

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《教师教育研究》2009年第5期6-12,共7页Teacher Education Research

基　　金：全国教育科学"十五"规划教育部重点课题资助项目(DIA030157)

摘　　要：高等学校课程改革的重要环节是构建和谐课堂。高等学校和谐课堂建设是一项系统工程。亚里士多德"四因说"既是对事物的形而上学的研究,也具有丰富的系统论思想,为探讨高等学校和谐课堂建设问题提供了基本的分析路径。在后现代的背景下,高等学校和谐课堂的"善"的"目的"是"引导大学生体验自由、幸福,实现自由而全面的发展,同时教师也获得专业发展",其自主的"动力"系统、多元的"质料"构造了具有自由、幸福、发展特质的高等学校和谐课堂时空"形式"。Constructing harmonious classes is an important measure of college curriculum reforms. The construction of college classes is a systematic project. Aristotle＇s ＂four - cause hypothesis＂, which is not only a research result of metaphysics but also a kind of thought about system, provides a basic analytical way to discuss harmonious college classes. In the post- modem background, the ＂good＂, purpose of college classes, is expressed as ＂guiding college students to experience freedom and happiness, thus promoting them to carry out free and all- round developments, meanwhile giving their teachers opportunities to develop their professional abilities＂. The self - organized ＂efficient cause＂ and the versatile ＂material cause＂, which come from harmonious college classes, may construct a spacetime ＂form＂ characterized by freedom, happiness and development.

关 键 词：高等学校 和谐课堂 亚里士多德 “四因说” 

分 类 号：G642[文化科学—高等教育学]