从儒家文化看美国百年教育改革的最大败笔.pptVIP

概念界定 什么是儒家文化？ 儒释道学说的中外理解： 中国，学生的认识 外国，比较教育的研究现状 (CHC, HongKong) 概念界定 什么是儒家文化？ 本次课所谈的儒家文化主要指孔子的教育及学习观 孔子对现代教学的贡献 启发式教学思想回顾 问题：这一教学思想和国外流行的教学思想诸如建构主义教学的本质区别是什么？ (讨论) 孔子对现代教学的贡献 启发式教学思想回顾 问题：这一教学思想和国外流行的教学思想诸如建构主义教学的本质区别是什么？ 学生中心---教师中心 美国的教育改革 Cuba教授的著作 通过文献回顾，展示了一个Pattern “每次改革均是试图从教师为中心的教学变为以学生为中心的教学” （顺便为大家介绍一下教育研究方法以及 实证研究的重要性） 美国的教育改革—例1progressive education (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed child-centered and social reconstructionist approaches. 美国的教育改革—例1progressive education The term progressive arose from a period (roughly 1890-1920) during which many Americans took a more careful look at the political and social effects of vast concentrations of corporate power and private wealth. Dewey, in particular, saw that with the decline of local community life and small scale enterprise, young people were losing valuable opportunities to learn the arts of democratic participation, and he concluded that education would need to make up for this loss. 美国的教育改革—例1progressive education In his Laboratory School at the University of Chicago, where he worked between 1896 and 1904, Dewey tested ideas he shared with leading school reformers such as Francis W. Parker and Ella Flagg Young. Between 1899 and 1916 he circulated his ideas in works such as The School and Society, The Child and the Curriculum, Schools of Tomorrow, and Democracy and Education, and through numerous lectures