On Developing Chinese Didactics:A Perspective from the German Didaktik Tradition  

作　　者：Zongyi DENG 

机构地区：[1]National Institute of Education,Nanyang Technological University,Singapore 637616,Singapore

出　　处：《Frontiers of Education in China》2013年第4期559-575,共17页中国高等学校学术文摘·教育学（英文）

摘　　要：Over the last century,the development of didactics(教学论)in China has been profoundly influenced by Kairov’s theory of pedagogics.The German Didaktik tradition,which can date back to Comenius and Herbart,remains largely unknown to educational scholars in China while they possess basic knowledge of Comenius and Herbart.This article expounds three basic tenets of the German Didaktik tradition-(1)the concept of Bildung,(2)a theory of educational content,and(3)the idea of teaching as a learner-content encounter-and discusses the implications for developing Chinese didactics.It argues for a rethinking of the purposes,content,and practice of teaching with respect to the subjectification aim of education(i.e.,the becoming of unique individuals,with autonomy,critical thinking,and creativity).

关 键 词：DIDACTICS German Didaktik Bildung SELF-CULTIVATION theory of content 

分 类 号：H31[语言文字—英语]