积极公民:体验式学习和批判教育的贡献
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摘要
批判教育结合体验式教育方法(其部分理论以批判性教育为基础)为培养学生形成积极公民的概念,提供了一个在学校环境中运用的适恰的理论背景。具体来说,批判教育的目的是确保教学方法的实施满足学生需要和兴趣,同时赋予学生培养自由意识并把知识与权力联系起来。批判教育作为一种增强和培养积极公民意识的手段,有助于更充分地了解体验式学习及其对小学生的影响能力。
The integration of critical education andexperiential education(part of which is based on critical education)provides an underpinning theory for schoolsaiming at developing students into active citizens.To be specific,the goal of critical education is to accommodate teaching methods to the needs and interests of students,and to empower them with the awareness of freedom and the connection between knowledge and power.As a means to enhance and develop the"active citizenship"among students,a critical education positions contributive to better understand experiential educationand its influence on students.
The integration of critical education andexperiential education(part of which is based on critical education)provides an underpinning theory for schoolsaiming at developing students into active citizens.To be specific,the goal of critical education is to accommodate teaching methods to the needs and interests of students,and to empower them with the awareness of freedom and the connection between knowledge and power.As a means to enhance and develop the"active citizenship"among students,a critical education positions contributive to better understand experiential educationand its influence on students.
引文
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[22] Kolb,D.(1984).The experiential learning:Experience as the source of learning and development.NJ:Prentice-Hall.
[23] Kolb,A.Y.& Kolb,D.A.(2005).Learning Styles and Learning Spaces:Enhancing Experiential Learning in Higher Education.Academy of Management Learning & Education,4(2),193-212.
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[2] Apple,M.(2000).Official Knowledge:Democratic Knowledge in a Conservative Age.New York:Routledge.
[3] Babalis,Th.(2011).Classroom life.Athens:Diadrassi(in greek).
[4] Babalis,Th.&Tsoli,K.(2017).Classroom Life:Shaping the Learning Environment,Classroom Management Strategies and Teaching Techniques.NewYork:NovaPublishers.
[5] Balias,S.(2008).Human Rights.Citizenship and Education.In S.Balias(eds),Active citizen and education(pp.305-317).Athens:Papazisis(in greek).
[6] Bonidis,K.(2011).Peace Education:The theory and practice of education aimed at peace,social justice and ecology.Aθηνα:Metaixmio(in greek).
[7] Chrysafidis,Κ.(1994).Experiential-Communicative Teaching.Athens:Gutenberg(in greek).
[8] Dedouli,Μ.(2001).Experiential learning-Possibilities of using it within the context of “Flexible Zone”.Inspection of Educational Issues,6,145-159(in greek).
[9] Delanty,G.(2007).European Citizenship:A Critical Assessment.Citizenship Studies,11(1),64.
[10] DeVilder D.(1999).Training Methodologies:Some Thoughts about Experiential Learning.COYOTE.
[11] Evans,N.(1994).Experiential Learning for All.London,New York:Cassell.
[12] Freire,P.(1994).Pedagogy of hope:Reliving pedagogy of the oppressed.New York:Continuum.
[13] Freire,P.(2009).Ten letters to those who dare to teach.Athens:Epikentro(in greek).
[14] Gerou,Th.(1988).Critical Pedagogy.Thessaloniki:Kyriakides(in greek).
[15] Giroux,H.(1997).Pedagogy and the politics of hope:Theory,culture,and schooling.Boulder,CO:Westview.
[16] Gotovos,A.,Mavrogiorgos,G.,&Papakonstantinou,P.(2000).Critical Pedagogy and Educational Act.Athens:Gutenberg(ingreek).
[17] Gounari,P.&Grollios,G.(eds.)(2010).Critical Pedagogy,a collection of texts.Athens:Metaixmio(in greek).
[18] Grollios,G.,&Gounari,P.(2016).Liberating and Critical Pedagogy in Greece.Historical routes and perspective.Athens:Gutenberg-Giorgos& Kostas Dardanos(in greek).
[19] Ichilov,O.(1998).Citizenship and citizenship education in a changing world.London:WoburnPress.
[20] Kalogiannaki,P.(2011).Education in the modern world.Athens:Ion(in greek).
[21] Kincheloe,J.(2008b).Critical pedagogy.NY:Peter Lang.
[22] Kolb,D.(1984).The experiential learning:Experience as the source of learning and development.NJ:Prentice-Hall.
[23] Kolb,A.Y.& Kolb,D.A.(2005).Learning Styles and Learning Spaces:Enhancing Experiential Learning in Higher Education.Academy of Management Learning & Education,4(2),193-212.
[24] McLaren,P.(1986).Schooling as a Ritual Performance:Towards a Political Economy of Educational Symbols and Gestures.London and New York:Routledge.
[25] McLaren,P.(2007).Life in schools.An introduction to Critical Pedagogy in the foundations of education.Boston:Allyn and Bacon.
[26] McLaren,P.(2010).CriticalPedagogy:anoverview.In P.Gounari,& G.Grollios(eds.),Critical Pedagogy(pp.279-334).Athens:Gutenberg-Giorgos& Kostas Dardanos(in greek).
[27] Parry,C.,&Nomikou,M.(2014).Life Skills-Making active citizens.Athens:BritishCouncil(in greek).
[28] Trilianos,Ath.(2013).Methodology of modern teaching.Aθη Athens:Diadrassi(in greek).να:Δ?αδραση.
[29] Triliva,S.,&Anagnostopoulou,Τ.(2008).Experiential learning.A practical guide for educators and psychologists.Athens:Topos(in greek).