【摘要】："限制"通常被視為絕對的貶義詞。人們認為它壓抑學生的潛能,束縛學生的自主性,卻忽略了它作為學生成長與發(fā)展的"護堤"與"捷徑"等積極價值。在這樣的背景下,"走向理性限制"這一新認識得以凸顯。它努力規(guī)避限制的消極意義,極力彰顯限制的積極價值。它以師生間的深厚感情為基礎,掌握保護性與發(fā)展性原則,開發(fā)并使用"無形之限"的方法,力求化教師的外在限制為學生自身的內(nèi)在限制。
[Abstract]:The term "limitation" is usually regarded as an absolute derogatory term. It is thought to suppress students' potential and restrain students' autonomy, but it ignores its positive value as a "berm" and "shortcut" for students' growth and development. In this context, the new understanding of "towards rational restriction" has been highlighted. It tries to avoid the negative meaning of restrictions and shows the positive value of restrictions. Based on the deep feelings between teachers and students, it grasps the principle of protection and development, develops and uses the method of "invisible limit", and tries to turn the external limitation of teachers into the inner limitation of students themselves.
【作者單位】： 華南師范大學教育科學學院/現(xiàn)代教育研究與開發(fā)中心
【分類號】：G40

【參考文獻】

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