杜威经验哲学对现代课程与教学的启示

发布时间：2018-01-08 16:21

本文关键词：杜威经验哲学对现代课程与教学的启示　出处：《教育探索》2017年03期 　论文类型：期刊论文

【摘要】：杜威认为"经验"是有机体与环境交互作用而形成,既指经验的结果,也指经验的过程;既指经验的事物,也指经验的感受;经验既是一种直观体验,也是一种思维与反思。杜威认为,经验是教育的生长基点,是教育教学活动开展的媒介,经验的不断发展是教育的归结点,经验具有改造"个人性"与"社会性"的价值效用。有教育价值经验的判断标准应遵循反思性、连续性和交互性原则。经验迁移具有内在的"经"与"纬"的统一。杜威的经验哲学给现代课程与教学带来新的启发,需要重新审视教师的职业角色,重视学生在获得知识、经验时主动性与被动性的统一,课程与教学应从真实问题情境出发,贯通现实生活,实现学以致知、学以致思、学以致行和学以致用。
[Abstract]:Dewey believes that the "experience" is the interaction between organism and environment and form, refers to the result of experience, also refers to the process of experience; not only refers to the experience, also refers to the experience; experience is not only a kind of visual experience, is also a kind of thinking and reflection. Dewey believes that experience is the basis of education is to teach the growth. The teaching activities of the media, the development experience is the aim of education, experience with the value of "personal utility transformation" and "social". The judgment standard of educational value should follow the experience of reflection, continuity and interaction principles. Experience migration has the intrinsic unity "Jing" and "Wei". Dewey's philosophy of experience to bring new inspiration to the modern curriculum and teaching, teachers need to re-examine the role of occupation, pay attention to the student to obtain knowledge, unity of activity and passivity experience, curriculum and teaching problems of the real situation should be consistent, The reality of life, the realization of learning and knowledge, learning so as to think, and learn to practice and learn to use.

【作者单位】：西南大学教育学部;
【分类号】：G42
【正文快照】： 一、杜威经验哲学中“经验”的意蕴对于理性与经验二者的关系,杜威继承了黑格尔辩证哲学方法,立足于自身教育实践,吸收了生理学与心理学中有关人的大脑与神经系统之身心协调功能的观点,他反对将大脑的认知活动和其他器官分离,建立起了经验哲学[1],消解了哲学史上长期存在的理

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