In the dialogue taste discovered why not-毕业论文翻译.docVIP

In the dialogue taste discovered why not 1 Introduction As early as two thousand years ago, Confucius has a conscious use of dialogue and teaching, but also created a good teaching effectiveness are worthy of teaching dialogue. However, the times of Confucius, hierarchical, the spirit of democracy is far from coming. Although individual educators and students with a democratic style of dialogue, feelings, the whole time or non-dialogue era. In the era of non-dialogue, dialogue can only serve as a teaching art, can not be the teaching profession. Today, curriculum reform, an important mission, not only in course knowledge and structure changes, more importantly, to achieve the curriculum culture’s reconstruction. School is a learning organization, curriculum culture should be representative of school culture. The regeneration of school culture is a development of new values, beliefs, norms of the process is a change “indoctrination centers teaching” as a “dialogue-centered teaching,” change “the relationship between autocracy” as the “equal partnership”, change “the relationship between resource exploitation “as a” resource-sharing relationship “process. Therefore, the curriculum reform must achieve by the technical approach to a fundamental change in cultural orientation. The core of this shift the cultural spirit of the curriculum changes, curriculum culture and as the most important manifestations of the culture of dialogue should be regarded as the cradle of curriculum and cultural regeneration. Dialogue with the traditional definition of a “conversation between two or more individuals,” “the international community two or a few contacts and negotiations between the parties,” we often say that the classroom dialogue, often take the meaning of the original. But in recent years, “dialogue” has been continuously enriched content, beyond all, the national scope of country. As with the text dialogue, a dialogue with the network, with their minds in d