德育课堂上的社会探究与社会科学家的社会探究  

Social Inquiry in Moral Education Class and Social Sciences

作　　者：王世光[1] 

机构地区：[1]人民教育出版社综合文科编辑室,北京100081

出　　处：《课程．教材．教法》2014年第9期80-85,共6页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金"十一五"规划2009年度教育学青年课题"中小学探究式学习指导策略实证研究"(课题批准号:CHA090102)的研究成果之一

摘　　要：从学科的角度看,我国中小学课堂上学生开展的"社会探究"主要集中在德育课程中。中小学德育课堂上学生的社会探究与社会科学家的探究虽较为接近,但它并不是简单地模仿社会科学家的探究,二者之间在众多方面都有显著的差异。德育教师对社会科学家的探究应该有一定程度的了解,在探究教学中不能违背基本的社会科学常识和方法,这是探究教学的底线。同时,德育教师应该在德育课程的顶层设计下,充分发挥社会探究的德育功能,这是探究教学的核心。From the viewpoint of subject itself, the implementation of social inquiry is mainly conducted in moral education class of elementary schools in China. Although social inquiry in moral education class is similar to inquiry from social scientists, there are differences between the two kinds of social inquiry. Moral education teachers need to understand inquiry in social sciences and can＇t violate common sense and methods of social sciences, which is the bottom line of inquiry teaching. At the same time, moral education teachers need to play the role of social inquiry fully under the top design of moral curriculum, which is the core of inquiry teaching.

关 键 词：德育课堂 社会科学 社会探究 社会科学家 德育教师 

分 类 号：G633.2[文化科学—教育学]