赞科夫教学原则体系解读与重构  

Interpretation and Reconstruction of Zankov's Instructional Principle System

作　　者：胡万山[1] 

机构地区：[1]湖北文理学院教育学院,湖北襄阳441053

出　　处：《湖北文理学院学报》2013年第3期65-67,76,共4页Journal of Hubei University of Arts and Science

摘　　要：借助辩证法和解释学,赞科夫的教学原则及教学论被解读和重构为一个辩证教学原则体系:超越原则、主动原则、适应原则、意义原则、机智原则。由于凸显了矛盾,这一体系更便于教师在对立统一的张力中灵活运用。With the guidance of dialectic and hermeneutics, a dialectical instructional principle system is a- chieved including the transcendence principle, the adaptation principle, the activeness principle, the meaning principle and the wit principle, based on the interpretation and reconstruction of Zankov＇ s instructional princi- ples and his instructional theory. With the contradictions highlighted, this system is more convenient for the teachers to use flexibly in the tension of opposition and unity.

关 键 词：教学原则 教学原则体系 赞科夫 

分 类 号：G422[文化科学—课程与教学论]