从“为了不教之教”走向主体性教育
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摘要
一线教育工作者对于"教是为了不教"教育思想的学习和领会,更多地停留在指导实践的层面上,更多地在探索和实践"为了不教之教"。教师应唤醒学生的主体性意识,有效地实施主体性教育,从体验式活动、能动式参与、互动式学习、自主式调控四个方面指导实践,使学生学会"做自己的主人",形成自我认同、自觉学习、自省调控、自能发展、自主成长的良好的心理品质和健全人格。
Forefront educators study and interpret the educational idea of "the goal of teaching is for not teaching" at the level of guiding practice, and most of them are exploring and practicing the educational idea in daily teaching. Teachers should arouse students' awareness of subjectivity to ef fectively conduct subjectivity education, and teachers may guide their teaching practice from four aspects of experiencing activity, initiative participation, interactive learning and autonomous adjustment, helping students learn to be their own masters,so that they can form good mental quality and healthy personality including self-identification, conscious learning, self-adjustment, self-development, and autonomous development.
Forefront educators study and interpret the educational idea of "the goal of teaching is for not teaching" at the level of guiding practice, and most of them are exploring and practicing the educational idea in daily teaching. Teachers should arouse students' awareness of subjectivity to ef fectively conduct subjectivity education, and teachers may guide their teaching practice from four aspects of experiencing activity, initiative participation, interactive learning and autonomous adjustment, helping students learn to be their own masters,so that they can form good mental quality and healthy personality including self-identification, conscious learning, self-adjustment, self-development, and autonomous development.
引文
[1]王孝红.关于实施主体性教育的思考[J].江西社会科学,2003(1):230.
[2]张天宝.走向交往实践的主体性教育[M].北京:教育科学出版社,2005:2.
[2]张天宝.走向交往实践的主体性教育[M].北京:教育科学出版社,2005:2.