摘要
教学方式的形式总是负载着特定的实质或内涵，但在课程与教学变革的实践领域，它们却被疏离了。许多新教学方式呈现出偏重形式忽视实质和内涵的倾向，这种倾向导致了教学变革的形式主义，这种形式主义可能与忽视心理学的研究密切相关。走出新教学方式仅仅体现为新“形式”的困境，有必要关注和吸纳心理学的相关研究。重视新教学方式的形式，更致力探究它的实质和内涵，并在变革实践中尝试建构其层次性目标，同时应开放新教学方式的形式，并鼓励新教学方式在形式上的多元风格。
The form of teaching style always bears specific essence and connotation, both of them are isolated in the innovation of curriculum and teaching. Many new teaching styles pays more attention on form while neglecting the essence and connotation, which leads to the formalism of teaching innovation. This type of formalism has much with the negligence of psychological research. It is necessary for us to pay close attention to and adopt some relative research of psychology so as to get. out of the dilemma that the new teaching style is only a new form. The research on teaching style requires more inquiry into essence and connotation and construct the objectives with different levels. Meanwhile the form of the new teaching style should be made open and with multi- dimensional features.
出处
《课程．教材．教法》
CSSCI
北大核心
2005年第10期28-33,共6页
Curriculum，Teaching Material and Method
关键词
新教学方式
形式
内涵
实质
心理学
new teaching style
form
connotation
essence
psychology
