本文選題：經(jīng)濟(jì)教學(xué)論 + 專業(yè)教學(xué)論�。� 參考：《職業(yè)技術(shù)教育》2011年19期

【摘要】：經(jīng)濟(jì)教學(xué)論作為典型的交叉學(xué)科,涉及教學(xué)內(nèi)容選擇暨課程設(shè)置的核心問(wèn)題。作為科學(xué)研究學(xué)科的經(jīng)濟(jì)教學(xué)論,需要擺脫職業(yè)技能準(zhǔn)備工具的簡(jiǎn)單定位,借鑒其他社會(huì)學(xué)科的研究結(jié)論,一方面加強(qiáng)微觀層面的實(shí)證研究,尤其是針對(duì)學(xué)生和教師在經(jīng)濟(jì)領(lǐng)域的前概念進(jìn)行實(shí)證調(diào)查;另一方面應(yīng)加強(qiáng)從宏觀層面討論科學(xué)、生活與教育的關(guān)系,界定經(jīng)濟(jì)素養(yǎng)的內(nèi)涵及其能力發(fā)展的途徑。
[Abstract]:As a typical cross-discipline, the theory of economic teaching involves the selection of teaching contents and the core issues of curriculum design. As a subject of scientific research, economic teaching theory needs to get rid of the simple orientation of vocational skill preparation tool, draw lessons from the research conclusions of other social disciplines, on the one hand, strengthen the empirical research at the micro level. On the other hand, we should discuss the relationship between science, life and education from the macro level, define the connotation of economic literacy and the way of ability development.
【作者單位】： 同濟(jì)大學(xué)職業(yè)技術(shù)教育學(xué)院;
【分類號(hào)】：F0-4
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本文編號(hào)：1864124