摘要
课程不是僵硬的、静态的学科总和，也不是片面的教学目标或学习计划，课程应该成为学生经验和教育意义的载体。基于情境理论的职教课程观认为，情境是课程意义得以体现的基本条件，因为思维、记忆和理解都是在情境中产生的，教师、情境与学习者之间的社会交互作用赋予学习意义。
Curriculum is neither rockbound and static summation of subjects nor unilateral teaching objectives and learning project＇ curriculum should become the carrier of student experiences and educational meaning. The vocational education curriculum views based on situation theory consider that, situation is the basic condition for manifesting curriculum meaning, because that thinking, memory and understanding are produced in situation, social interaction roles among teachers, situation and learners endow meaning to learning.
出处
《职业技术教育》
2008年第7期19-21,共3页
Vocational and Technical Education
关键词
情境理论
职教课程观
社会交互作用
situation theory
vocational education curriculum view
social interaction role
