教育目标的“过程”与“结果”辩证  

Dialectic of Process and Result of Educational Goals

作　　者：朱彩兰[1] 李艺[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《基础教育》2016年第1期13-18,共6页Journal of Schooling Studies

基　　金：全国教育科学"十二五"规划2013年度教育部重点课题"从思维品质到课程思想:信息技术课程价值的重新架构"(DCA130227)

摘　　要：我国的第八次基础教育课程改革中确立了知识与技能、过程与方法、情感态度与价值观三位一体的新课程目标。对此,研究领域有着不同的认识。本文从"过程与方法"维度目标面临的逻辑困境出发,解析其内涵,论证其具备"过程性"与"结果性"双重品质;继而结合现有课标文本实案,论证该双重品质是三维目标的普遍属性;再通过论证权威教育目标分类中双重属性的现实存在,试图说明"过程性"与"结果性"并重是当前教育目标的普遍特征。The three-dimension objectives, including knowledge ＆ skills, process ＆ method and emotion ＆ value, are brought forward in the 8th Curriculum Reform of Basic Education in China. There are various attitudes towards such new three-dimension objectives in research domain. Begin- ning with logical dilemmas of the process ＆ method dimension, we explain its contents, and demonstrate that it has double character of process and result. With text examples from different subject curriculum standards, we show that the double character is common in the tri-dimensional objectives. And by proving the existence of double character in authoritative taxonomy of educational goals, we attempt to illustrate that equal attention to process and result is the common feature of current educational goals.

关 键 词：教育目标 三维目标 过程与方法 过程与结果 

分 类 号：G420[文化科学—课程与教学论]