对分课堂:实施个人主体教育和类主体教育的现实路径  

PAD Class:A Realistic Path to Implement Individual Subject Education and Human Subject Education

作　　者：金兰[1] 刘钟 JIN Lan;LIU Zhong

机构地区：[1]北华大学教育科学学院,吉林132013 [2]美国德克萨斯农工国际大学教育学院,美国德州78041

出　　处：《北华大学学报（社会科学版）》2020年第5期132-137,155,共7页Journal of Beihua University(Social Sciences)

基　　金：北华大学教育教学改革研究重点课题“基于对分课堂教学实践的高校课堂合理教学研究”的阶段性研究成果。

摘　　要：目前,在我国教育场域中个人主体教育和类主体教育应该是并重的。对分课堂教学模式具有个人主体教育和类主体教育功能,承载着培养学生个人主体性和类主体性的双重使命。教师和学生是影响对分课堂发挥个人主体教育和类主体教育功能的基本因素。通过个体、群体专业发展的双途径促进教师成长,创建学习团体引导学生发展,优化中介客体加强师生交往活动的广度和深度,皆有助于对分课堂个人主体教育和类主体教育功能的有效发挥。At present,individual subject education and human subject education should be given equal emphasis in the field of education in China.PAD Class has the functions of individual subject education and human subject education,and carries the dual mission of promoting the development of students’individual and human subjectivity.Teachers and students are the basic factors that affects the function of individual subject education and human subject education in PAD Class.Promoting the growth of teachers through dual ways of professional development,guiding the development of students by forming learning groups,strengthening the breadth and depth of teacher-student interaction activities by optimizing intermediary objects,strategies are proposed to effectively play the role of individual subject education and human subject education in PAD Class.

关 键 词：对分课堂 个人主体教育 类主体教育 

分 类 号：G642[文化科学—高等教育学]