儿童中心教学文化的历史、价值与局限  

History,Value and Limitations of Children-centered Teaching Culture

作　　者：龚孟伟[1] 南海[2] 

机构地区：[1]南京师范大学教育学博士后流动站,江苏南京210097 [2]山西大学继续教育学院,山西太原030006

出　　处：《教育理论与实践》2011年第11期53-56,共4页Theory and Practice of Education

基　　金：中国博士后科学基金资助项目<当代教学文化变革与建构的理论和实践研究>(项目编号:20100481160);2010年江苏省博士后科研资助计划项目(项目编号:1002066C);淮南师范学院人文社会科学2010年度立项课题<当代教学文化变革与建构的理论与实践研究>(项目编号:2010WK40)的阶段性研究成果

摘　　要：教学文化的发展离不开历史审视与批判继承,儿童中心教学文化在教学实践中或隐或显,绵延不绝,它彰显着独特的价值,也不可避免地存在局限。其主要价值在于,它贴近儿童的真实生活,把儿童从成人世界的禁锢中解放了出来,能充分发挥儿童的主体性,尊重儿童的个性差异,重视儿童的体验和理解,有利于儿童人生价值和生命意义的实现。其局限在于,它片面追求解放理性和实践理性,严重忽视工具理性,存在追求儿童自由与儿童实质性依附的悖论,有滑向自由主义的危险,也存在忽视教师的主体地位和主导作用及其在实践中造成教学质量滑坡的弊病。The development of teaching culture is closely connected with historical observation and critical inheritance. Children-centered teaching culture is embodied directly or indirectly in teaching practice, which is of unique value and indispensably has its limitations. Its main value lies in reflecting children＇s real life, freeing children from the confinement of the adult＇s world, displaying children＇s subjective initiative, respecting children＇s individual differences, and focusing on children＇s experience and comprehension, all of which are beneficial for children to realize their life value and life meaning. Its limitations are the inappropriate pursuit of rationality of liberation and practice, and ignoring the instrumental rationality which lead to a dilemma between the pursuit of children＇s freedom and the actuality of children＇s dependence. Therefore, it will be endangered in liberalism, and at the same time, it is inclined to neglect teachers＇ subjective and leading position, which will result in the declining of teaching quality in the teaching practice.

关 键 词：儿童中心 教学文化 价值 局限 

分 类 号：G420[文化科学—课程与教学论]