当代教育与文化
噹代教育與文化
당대교육여문화
CONTEMPORARY EDUCATION AND CULTURE
2015年
3期
70-75
,共6页
“生命?实践” 教育学%教学理论%“天%地%人” 合一
“生命?實踐” 教育學%教學理論%“天%地%人” 閤一
“생명?실천” 교육학%교학이론%“천%지%인” 합일
“Life?Practice”%pedagogy%teaching theory%“Heaven-Earth-and-Man” Oneness
“生命?实践”教育学形成了具有学派特色的教学理论和实践，在“天、地、人”合一中构建了“生命?实践”的教学理论。在教学理论方面就教学价值、教学过程、教学设计、教学内容、教学评价等多方面进行了重建，形成了自己的教学解释框架。
“生命?實踐”教育學形成瞭具有學派特色的教學理論和實踐，在“天、地、人”閤一中構建瞭“生命?實踐”的教學理論。在教學理論方麵就教學價值、教學過程、教學設計、教學內容、教學評價等多方麵進行瞭重建，形成瞭自己的教學解釋框架。
“생명?실천”교육학형성료구유학파특색적교학이론화실천，재“천、지、인”합일중구건료“생명?실천”적교학이론。재교학이론방면취교학개치、교학과정、교학설계、교학내용、교학평개등다방면진행료중건，형성료자기적교학해석광가。
“Life? Practice” pedagogy has established a set of teaching theories and teaching practice its special features of an academic school . It is in the “Heaven‐Earth‐and‐Man” Oneness that the teaching theories of “Life?Practice” pedagogy come into being . It has reconstructed the teaching theories in such aspects as the value of teaching , the process of teaching , the teaching design , the teaching content , and teaching evaluation ,and formed its own framework for interpreting teaching .
