论刘佛年教学改革思想的三维逻辑  

On the Three-dimensional Logic of Liu Fonian's Teaching Reform Thought

作　　者：刘黎明[1] 刘筱玮 LIU Liming;LIU Xiaowei

机构地区：[1]湖南师范大学教育科学学院,长沙410081

出　　处：《中国人民大学教育学刊》2022年第5期143-162,共20页Renmin University of China Education Journal

摘　　要：刘佛年是我国著名的教育理论家和教育改革家。他的“教学改革思想”是我国教学改革思想赓续发展的核心枢纽,是对中外优秀教育思想的继承和超越,是对20世纪80年代我国教学改革实践经验的总结和反思,是当代中国教学改革理论的重要基因和直接来源。把握刘佛年“教学改革思想”的内在逻辑,对于“五育融合”,促进学生的全面发展;深化教学改革的任务观,造就“完整的人”;反对片面追求升学率,减轻学生的负担,全面提升教学质量,夺取“大面积丰收”;真正确立学生在教学中的主体地位;多元整合,深化教学整体改革;倡导教学和科研相结合等,具有重要的理论价值和现实意义。Liu Fonian is a famous educational theorist and educational reformer in China.His“teaching reform thought”is at the core of the continuous development of our country s teaching reform thought,is the inheritance and transcendence of the excellent educational thought of China and other countries,is the summary and reflection of the practical experience of our country s teaching reform in the 1980s,and is the important gene and direct source of the theory of teaching reform in contemporary China.Grasping the inherent logic of Liu Fonian s“Teaching reform thought”has important theoretical value and practical significance in the following ways:promoting the all-round development of students through“The integration of five-education”;deepening the task view of teaching reform,and creating“A complete person”;opposing the one-sided pursuit of entrance rate,lightening the burden of students,improving the teaching quality in an all-round way,and striving for a“Large-scale harvest”;establishing the main body position of students in teaching;deepening the whole teaching reform through multivariate integration;advocating the combination of teaching and scientific research;and so forth.

关 键 词：刘佛年 教学改革思想 历史逻辑 理论逻辑 价值逻辑 

分 类 号：G521[文化科学—教育学]