杜威审美观的现代课堂教学实践与意义--基于CRISPA理论框架的分析  

Dewey's Aesthetic Perspectives in Modern Classroom Practice and Its Implication——Based on Analysis of CRISPA Theoretical Framework

作　　者：吴琼[1] P.Bruce Uhrmacher 

机构地区：[1]东北师范大学教育学部,吉林长春130024 [2]美国丹佛大学教育系主任,科罗拉多州丹佛80621

出　　处：《外国教育研究》2017年第2期60-70,共11页Studies in Foreign Education

摘　　要：以杜威的美学教育观为基础的课堂教学实践近年来在西方国家产生很大的影响。其代表性的工作是美国丹佛大学乌尔马赫教授的美学框架CRISPA理论框架及其教学应用。CRISPA理论框架代表6个审美维度:联结、冒险、想象、感官经验、觉察力和积极参与。应用这一框架所进行的教学设计被称为区别于行为主义和建构主义的教学设计并在一定程度上弥补了这两种设计的不足。基于这一美学框架的教学设计观对我国基础教育课程改革中出现的某些问题将有借鉴意义。In recent years, the classroom teaching practices on the basis of Dewey＇s aesthetic education produce very big effect in western countries. The most influential work on this domain is CRISPA developed by professor Uhrmacher from University of Denvor, USA. CRISPA represents six aesthetic dimensions： connection, risk taking , imagination, sensory experience, perceptivity, and active engagement. The teaching design based on the framework of CRISPA is different from the other two kinds of teaching design of behaviorism and constructivism, and to some extent compensates for the deficiencies in the latter two teaching designs. The aesthetic teaching design can give a good reference in Chinese classroom for solving the problems arising from basic education reform of our country.

关 键 词：杜威美学 CRISPA理论框架 教学设计 东方教学 

分 类 号：G423.06[文化科学—课程与教学论]