主体性教育实践的误区与反思  

Criticism and Reflections on Subjective Education

作　　者：胡红杏[1] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《西北师大学报（社会科学版）》2011年第6期80-84,共5页Journal of Northwest Normal University(Social Sciences)

基　　金：教育部人文社会科学研究一般项目"30年来教育研究的中国经验与自主性问题研究"(09YJA880104)

摘　　要：主体性教育是促进学生自主性、主动性、创造性充分发展的教育。对主体性教育如果不能从内涵和实质上把握和认识,就很容易在实践中流于形式,而无益于学生的发展。反思主体性教育问题,可以帮助我们对一些表面化,或绝对化以及虚假性的所谓的学生主体性教育现象进行客观认识,从而更好地践行新课改理念,促进学生发展。Subjective education aims at promoting the development of students＇ autonomy, initiative and creativity. If subjective education could not be understood in its connotation and essence, the practice will be superficial on its form and have no benefits on the development of students. It could help us analyze some apparent, absolute and even false phenomena of subjective education theoretically, practice the idea of new curriculum reform better and promote the development of students to reflect the issues of subjective education.

关 键 词：主体性教育 学习方式 反思 

分 类 号：G40-012[文化科学—教育学原理]