本文選題：規(guī)訓(xùn)教學(xué) + 自由教學(xué)��； 參考：《教育理論與實(shí)踐》2017年11期

【摘要】：在教學(xué)中,自由是教學(xué)活動(dòng)主客體間的內(nèi)在要求,而規(guī)訓(xùn)是自由教學(xué)得以實(shí)現(xiàn)的外在保證,也是自由教學(xué)在邏輯和實(shí)踐上成立或發(fā)生的必要條件。然而,現(xiàn)實(shí)教學(xué)在追求產(chǎn)量化和齊一性上過度使用規(guī)訓(xùn)技巧,造成自由教學(xué)的缺失與規(guī)訓(xùn)教學(xué)的濫用。面對(duì)教學(xué)實(shí)踐主體自由的缺失,自由教學(xué)與規(guī)訓(xùn)教學(xué)的合理性關(guān)系的建構(gòu)路徑是:教學(xué)要實(shí)現(xiàn)內(nèi)在解放和外在規(guī)范的統(tǒng)一,實(shí)現(xiàn)自由教學(xué)與規(guī)訓(xùn)教學(xué)的自然結(jié)合。
[Abstract]:In teaching, freedom is the internal requirement between the subject and object of teaching activities, and discipline is the external guarantee for the realization of free teaching, and is also the necessary condition for the establishment or occurrence of free teaching in logic and practice. However, the excessive use of discipline techniques in the pursuit of productivity and uniformity in practical teaching results in the absence of free teaching and the abuse of discipline teaching. In the face of the lack of the freedom of the subject of teaching practice, the way to construct the rational relationship between free teaching and discipline teaching is that teaching should realize the unity of internal liberation and external norm, and realize the natural combination of free teaching and discipline teaching.
【作者單位】： 寧夏大學(xué)教育學(xué)院;
【基金】：2010年國家社科基金項(xiàng)目“西部農(nóng)村地區(qū)教師政策問題”(項(xiàng)目編號(hào):10BSH009)的階段性研究成果
【分類號(hào)】：G420
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本文編號(hào)：1882080