| 试论教学观的历史嬗变 |
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| 引用本文： | 李宪勇,徐学福.试论教学观的历史嬗变[J].机械工业高教研究,2009(3):82-85. |
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| 作者姓名： | 李宪勇 徐学福 |
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| 作者单位： | [1]西藏大学教育心理研究所,西藏拉萨850000 [2]西南大学教育学院,重庆北碚400715 |
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| 摘 要： | 教学自身的发展经历了自在、自为和自由阶段，相应的教学观也随之进一步发展，自在教学阶段的教学观是一种与生活融为一体的生活教学观；自为教学时期的教学观是一种以知识为中心的知识教学观，这种教学观忠诚于知识，却背弃了人的需要，扼杀了人的创造性，忽视了学生的精神交往，并将人异化为一种工具；自由教学时期的教学观是一种立足于人的整体、全面、可持续发展的教学观，是真正以人为目的的关注学生健康成长的文化教学观。
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| 关 键 词： | 教学观 生活教学 知识教学 文化教学 |
On the Historical Evolution of the Teaching Concepts |
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| LI Xian-yong,XU Xue-fu.On the Historical Evolution of the Teaching Concepts[J].Higher Education Research,2009(3):82-85. |
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| Authors: | LI Xian-yong XU Xue-fu |
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| Affiliation: | 1. Institute of Educational Psychology, Tibet University, Lasa, Tibet 850000, China; 2. School of Education, Southwest University, Chongqing 400715, China) |
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| Abstract: | The development of teaching itself has experienced the unrestrained, poursol and free stages, and the teaching concepts were changed accordingly. The teaching concept of first stage is a kind of life teaching, which compares some experience from living. The teaching concept of second stage is a kind of knowledge - centered teaching which focuses on knowledge, but ignores the needs of individual and the spirit communication of students, stifles the creativity of the students, and regards individual as an instrument. The teaching concept of third stage is a kind of culture teaching, which is based on individual＇ s overall, comprehensive and sustainable development and focuses on the students＇ healthy growth. |
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| Keywords: | teaching concept life teaching knowledge teaching culture teaching |
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