完善经验及其教育意蕴

发布时间：2018-03-12 07:07

本文选题：经验分类　切入点：学校教育　出处：《华中师范大学学报(人文社会科学版)》2014年03期 　论文类型：期刊论文

【摘要】：完善经验是个体经验形成与发展是一种理想状态,指个体能够通过多种途径获得经验,通过反思与改进形成一个良性的、有效的、协调的、具有指导意义的经验体系。现阶段,我国的学校教育存在着只注重间接的、抽象的、符号的经验学习,忽略感觉的、直接的、具体的经验学习;重视集体经验的共同性和普遍性,忽视个体经验的特殊性、多样性和多元性;重视经验获得的结果,忽视经验获得的过程;认知经验、行动经验、情感经验发展不平衡等问题。基于本文提出的完善经验教育变革,在课程设置方面,应该关注直接的、具体的、个人的经验,体现经验的多样性、连续性、顺序性和整合性;注重反思经验和复杂经验的形成,注重给学生提供从社会生产生活实际中获取经验的机会和环境。在教学过程中改变学生的学习方式,教学出发点应关注个人经验,学习评价提倡对经验形成和改造过程进行多元评价。
[Abstract]:Perfect experience is an ideal state for the formation and development of individual experience. It means that an individual can acquire experience through many ways and form a benign, effective, coordinated and instructive system of experience through reflection and improvement. The school education in our country only pays attention to the indirect, abstract and symbolic experiential learning, neglects the sensational, direct and concrete experiential learning, attaches importance to the commonality and universality of collective experience, and neglects the particularity of individual experience. Diversity and pluralism; pay attention to the results of experience, ignore the process of experience acquisition; cognitive experience, action experience, emotional experience development imbalance and so on. Attention should be paid to direct, concrete and personal experiences, reflecting the diversity, continuity, sequence and integration of experiences, and to reflecting on the formation of experience and complex experiences, Pay attention to providing students with the opportunity and environment to gain experience from the reality of social production and life. In order to change the way students learn in the teaching process, the starting point of teaching should pay attention to personal experience. Learning evaluation advocates multivariate evaluation of the process of experience formation and transformation.
【作者单位】：华中师范大学城市与环境科学学院;华中师范大学教育学院;
【基金】：教育部人文社科研究项目“基于‘教学行为三层次分析模型’的师生堂课行为研究”(12YJA880010)
【分类号】：G420

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