基于学习者发展与教育经验的教学论重建——访德国汉堡大学迈纳特·迈尔教授  

Reconstructing General Didactics from a Perspective of Learner Development and Educational Experience:An Interview with Meinert Meyer,Hamburg University,Germany

作　　者：柳叶青[1] 雷浩[2] 

机构地区：[1]华东师范大学教育学部教师教育学院 [2]华东师范大学课程与教学研究所

出　　处：《全球教育展望》2017年第1期3-10,99,共9页Global Education

摘　　要：由于受到世界上大规模教育测验的影响,德国传统教学论研究受到前所未有的挑战。基于这一背景以迈纳特·A·迈尔教授为代表的德国教学论学者们开始尝试建构基于学习者发展与教育经验的教学论。通过对迈纳特·A·迈尔教授的采访,笔者了解到:基于学习者发展和教育经验的教的主要源头是克林伯格的辩证教学论,德国汉堡大学形成了教育经验研究模式,基于学习者发展和教育经验的教学论包括师生角色的辩证阐释、学习者的发展性任务、个体意义构建、个人履历背景等核心要素。通过这次访谈,以期为我国构建学习者中心的现代课程与教学论提供相应的借鉴。Due to the influence of the large-scale international educational test program, the traditional German didactics research faces unprecedented challenges. According to this background, Professor Meyer and other general didactics scholars attempted so reconstruct didactic theory based on learner development and educational experience. By the interview with Professor Meyer, we can learn that the newly didactics has a very deep theoretical relationship with Klingberg＇s dialectical didactics. Hamburg University has already formed a research model named Bildungsgangforschung. Furthermore, the newly didactics mainly includes key elements： dialectical interpretation of teachers＂ roles and students＂ roles, learner＇s developmental tasks, individual sense-making, personal biography background, and so on. Through this interview, we hope to provide valuable experiences for constructing Chinese contemporary curriculum and instruction theory which centers on learner＇s experience and development.

关 键 词：辩证教学论 学习者发展 教育经验 

分 类 号：G420[文化科学—课程与教学论]