基础教育
基礎教育
기출교육
JOURNAL OF SCHOOLING STUDIES
2011年
3期
55-59
,共5页
后现代主义%多元化%生态课堂
後現代主義%多元化%生態課堂
후현대주의%다원화%생태과당
post-modernism%diversity%ecological classroom
社会进步呼唤教育变革，教育变革促使课程“内化”后现代思想。后现代课程体现了开放性、建构性、非线性、非连续性的特点。后现代主义课程观虽然没有起点和终点，但是有界限，交叉点和焦点即为其界限。师生的“心灵”在课程实施中既是一个有创造发展力的动词，又成了一个批判性建构的工具。在实施中需要教师随机调整形象，对学生的“认知”不断进行刺激，力求达到4R的效果。
社會進步呼喚教育變革，教育變革促使課程“內化”後現代思想。後現代課程體現瞭開放性、建構性、非線性、非連續性的特點。後現代主義課程觀雖然沒有起點和終點，但是有界限，交扠點和焦點即為其界限。師生的“心靈”在課程實施中既是一箇有創造髮展力的動詞，又成瞭一箇批判性建構的工具。在實施中需要教師隨機調整形象，對學生的“認知”不斷進行刺激，力求達到4R的效果。
사회진보호환교육변혁，교육변혁촉사과정“내화”후현대사상。후현대과정체현료개방성、건구성、비선성、비련속성적특점。후현대주의과정관수연몰유기점화종점，단시유계한，교차점화초점즉위기계한。사생적“심령”재과정실시중기시일개유창조발전력적동사，우성료일개비판성건구적공구。재실시중수요교사수궤조정형상，대학생적“인지”불단진행자격，력구체도4R적효과。
The progress of society calling for education reform, education reform program to promote the internalization of the post-modern thought. Reflects the post - modern course open, constructive, non - linear, non-continuous features. Although there is no post-modernist start and end, but there are limits, and focus is the intersection of their boundaries. Teachers and students of the ＂soul＂ in Curriculum Development in the creation of both a verb, but also became a critical tool for building. Teachers were needed in the implementation of the adjustment in the ＂self＂ on the student＇s ＂cognitive＂ to stimulate continuous, and strive to achieve the effect of 4R.
