自然主义视野下教师行为的僭越与回归  

The Overstepping and Regression of Teachers’Behavior from the Perspective of Naturalism

作　　者：胡卫卫[1] HU Wei-wei(School of Foreign Languages,Ankang University)

机构地区：[1]安康学院外语学院,陕西安康725000

出　　处：《教育理论与实践》2021年第4期41-44,共4页Theory and Practice of Education

摘　　要：当代学校教育沿用了社会科学的知识逻辑、方法和评价模式来进行教学规范,忽略了知识作为思想媒介和自然情感临摹的那一面,需要教师促使知识传递的信息图景可以超越智识层面,触及学生的心智发展领域,让知识理解拥有"发现的语境",保护教学方式差异和结果性差异,不搞同质化和批量化的均质教学,注意对自然主义主观规律和客观规律的结合使用,促进学生的自然化和规律化成长。Contemporary school education shows the knowledge logic,methods and evaluation mode of social science in setting up teaching norms,and has ignored knowledge as the ideological medium and the manifestation of natural emotions.Teachers need to promote the knowledge to go beyond the intellectual level,touch the field of students’mental development,and construct"discovery context"in knowledge understanding process.They should use diverse teaching methods,avoid carrying out homogeneous teaching and aim at different achievements.At the same time,they should pay attention to the combination of subjective and objective laws of naturalism,and promote students’natural and regular growth.

关 键 词：自然主义 教师行为 知识控制 均质化教学 无差别对象 

分 类 号：G451.6[文化科学—教育技术学]