从重视“教”到凸显“学”:教会学习教学思想在我国的创生与发展  

From Attaching Importance to “Teaching” to Highlighting “Learning”: The Origin and Development of the Teaching Thought “Teach Students to Learn” in China

作　　者：李湘 LI Xiang(Education Department,Beijing Normal University,Beijing,100875,China)

机构地区：[1]北京师范大学教育学部课程与教学研究院,北京100875

出　　处：《教育与教学研究》2020年第4期101-109,共9页Education and Teaching Research

基　　金：国家社会科学基金“十三五”规划2018年度教育学一般课题“为学好而教:新时代课堂教学规范的系统建设”(编号:BHA180123)。

摘　　要：从古至今,随着教学重心在学和教之间来回更迭,教学任务在我国的不同时期凸显出不同的时代主题。古代虽未明确提出教会学习的主张,但已有其思想萌芽;从清末到20世纪70年代,教会学习不是讨论的焦点;20世纪80年代在内外部因素共同推动下教会学习重新成为教学的重要议题;在终身学习的大背景下,教会学习的内涵不断丰富,从对学生进行学法指导向培养学生学习的综合素养趋近。为切实教会学习,应从多学科视角进行具体化的探索。Since ancient times,with the focus of teaching swing from learning to teaching,teaching tasks in different periods of our country highlight different themes. In ancient times,although the idea of teaching students to learn to learn did not clearly be put forward,such kind of ideas had already sprouted. From the late Qing dynasty to the 1970s,teaching students learn to learn was not the focus of discussion. However,In the 1980s,it was promoted by internal and external factors to become an important issue in teaching again. In the context of lifelong learning,the connotation of teaching students learn to learn is constantly enriched,approaching from providing guidance of learning methods to cultivating students’ comprehensive quality of learning. In order to finish this task,we should make a concrete exploration from multidisciplinary perspectives.

关 键 词：教会学习 学习能力 教学重心 终身学习 

分 类 号：G424.6[文化科学—课程与教学论]