本文選題：課程 + 批判性學(xué)習(xí)�。� 參考：《教育科學(xué)》2017年03期

【摘要】：小學(xué)生于達(dá)成一般知能之外,還需達(dá)成批判知能的發(fā)展。我國學(xué)校課程模式刻板,靈活性不足,學(xué)生批判性學(xué)習(xí)活動較少,批判意識、動因均匱缺。批判知能課程以小學(xué)生多元化理解課程文本為契機(jī),鼓勵學(xué)校建構(gòu)批判性學(xué)習(xí)的環(huán)境,通過引導(dǎo)學(xué)生批判觀點(diǎn)的聚斂、批判立場的確立、批判意義的認(rèn)同,及至逐漸形成有一定影響的批判氛圍,不斷提高小學(xué)生在批判知能課程引領(lǐng)下的自我認(rèn)同水平,最終實(shí)現(xiàn)小學(xué)生自我認(rèn)同與社會認(rèn)同的融合。
[Abstract]:In addition to achieving general knowledge, primary school students also need to achieve the development of critical knowledge. In our country, school curriculum model is rigid, flexibility is insufficient, students' critical learning activities are less, critical consciousness and motivation are lacking. The curriculum of critical knowledge and ability takes primary school students' pluralistic understanding of curriculum text as an opportunity to encourage schools to construct an environment for critical learning. By guiding students to converge on critical views, establish critical positions and identify critical meanings, critical knowledge and ability courses are regarded as an opportunity for primary school students to understand the text of the curriculum. As soon as a critical atmosphere is gradually formed, the level of self-identification of pupils under the guidance of critical knowledge and ability curriculum is constantly raised, and the integration of self-identity and social identity of pupils is realized.
【作者單位】： 嶺南師范學(xué)院教育科學(xué)學(xué)院;
【基金】：廣東省哲學(xué)社會科學(xué)“十二五”規(guī)劃項(xiàng)目“師范院校通識課程的理論與實(shí)踐研究”(課題編號:GD13XJY11)
【分類號】：G622.4

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