教学改革中国经验.PDFVIP

教学改革的中国经验 刘良华 华东师范大学课程与教学研究所 【摘要】教学改革的中国经验至少有三个方面。第一，虽然以理性主义、权威主义 （群体主 义）和知识主义作为大传统和主流，但作为支流的小传统和改革派强调教育中的情感主义、 个性主义 （个体主义）、行动主义。而且，以陆王心学为代表的小传统或新传统直接影响了 教学改革的近代传统和现代传统。1901年前后开启的中国近现代教学改革貌似对西方教学 制度的引进和模仿，实则是以陆王心学为代表的小传统或新传统在近代和现代的新形式。即 便2000年开始的 “新课程”及其所倡导的自主、合作、探究等教学方式的变革，依然是对 中国教学改革的古典传统的自觉或不自觉的延续。中国教学改革实际地呈现为 “通三统”： 近代教学传统和现代教学传统皆以古典教学传统为根基。古典教学传统成为近代教学改革和 现代教学改革的一以贯之的灵魂。第二，既坚守自己固有的教学文化传统 （以儒家教育学为 主流），又以改革开放的心态积极引进外来文化，以此实现固有文化的调整和改造并由此获 得固有文化发展的活力。第三，通过妥善处理情理关系、学思关系、知行关系而激发学生自 信、自学和自食其力的激情，并以自然法或整体主义的知识观为具体的教学改革提供理论假 设和理论支持。 【关键词】教学改革；中国经验；自然法 ChinasExperienceinTeachingReform LIULianghua TheInstitute ofCurriculum andInstruction,East ChinaNormalUniversity,200062 Abstract: There are at least three aspects of Chinas experience in teaching reform. Firstly, although rationalism, authoritarianism (collectivism) and intellectualism are the major traditions and mainstreams, the minor traditions and reformists, as a tributary, emphasize emotionalism, individualism (individualism) and activism in education. Moreover, the small tradition or new tradition represented by Lu Wangs theory of mind has a direct impact on the modern tradition and modern tradition of teaching reform. The modern and contemporary teachingreform in China,which began around 1901, seemstohave introduced and imitatedthe western teaching system.In fact, it is a new form ofmodern and contemporary small traditions or new traditionsrepresentedby Lu Wangs theory ofmind.Even though the new curriculum 67 started in 2000 and the reform of teaching methods such as autonomy, cooperation and inquiry advocated by it, it is still a conscious or unconscious continuation of the classical tradition of Chinese teaching reform. Chinas teaching reform is actually presented as three unifications. Both themodern teac