对活动教学理论若干问题的探讨  

On Some Problems of the Activity Instruction Theory

作　　者：张希希[1] 

机构地区：[1]西南师范大学教育科学研究所,重庆市400715

出　　处：《西南师范大学学报（人文社会科学版）》2001年第3期68-73,共6页Journal of Southwest China Normal University(Philosophy & Social Sciences Edition)

摘　　要：在教学论视野中 ,活动理论有其独特的发展历史。活动是教学过程的途径 ,原因在于 :教学的最终目标是培养具有主体性的人 ,而人的主体性是在活动中生成的 ;教学过程是一种交往活动过程 ;作为外部经验的教学内容要转化为学生的内部经验并形成特定的心理结构 ,离不开作为学习主体的学生的积极主动实践活动。教学过程包含着丰富多样的活动形式。我国现实教学活动存在诸多局限 。In the view of didactics, the activity theory has its own unique developing history. Activities are the approaches to the instructional process, because the ultimate goal of instruction is to cultivate students' subjectivity, and meanwhile their subjectivity is developed by their activities; an instructional process is a communicative process; it depends upon students' positive practical activities to change instructional materals into students' psychological features. There are various forms of activities in the instrucional process. But a good many shortcomings exist in the present instructional process of our country. In order to overcome these shortcomings, the modern didactics should be established according to the activity theory.

关 键 词：教学活动 活动形式 活动理论 活动教学理论 教学过程 教学论 教学交往活动 

分 类 号：G421[文化科学—课程与教学论]