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自传的课堂教学方法——美国高中环境自传课的案例分析 被引量:2

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摘要 自传既是一种课程研究方法,也是一种教学方法。高中教师玛丽莲.多尔把威廉·派纳的存在体验课程应用于她的高中学生生态学选修课的教学中,称为环境自传,取得了很好的效果。她的课堂实践采纳了存在体验课程方法的四个步骤:回溯;前进;分析;综合。然而自传教学方法也有其局限性,并非是一种普遍适用的教学方法。
作者 陈雨亭
机构地区 天津市教科院
出处 《全球教育展望》 CSSCI 北大核心 2006年第9期40-44,共5页 Global Education
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参考文献8

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  • 2派纳.理解课程[M].教育科学出版社,2003..
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同被引文献25

  • 1陈雨亭.试论自传教育研究方法的功能[J].全球教育展望,2007,36(4):71-75. 被引量:3
  • 2[美]帕特里夏·奥坦伯德·约翰逊.海德格尔[M].张祥龙,等译.北京,中华书局,2002:43.
  • 3Pinar, William(in print). Curriculum Theory Since 1950: Crisis, Reoonceptualization, Internationalization. In F. Michad Connelly(ed). Handbook of Curriculum Research. London: Sage Publications.
  • 4Pinar, William F.Autobiography, politics and sexuality: Essays in curriculum theory 1972 - 1992[M]. New York: Peter Lang, 1994: 57, 203, 57, 57, 22, 217, 25, 59-60, 148.
  • 5Pinar, William. What is Curriculum Theory[M]. Mahwah: Lawrence Erlbaum Associates, Publishers, 2004: 38, 55 - 56.
  • 6Pinar, William. The Analysis of Educational Experience. In In William Pinar(ed). Curriculum Studies: The Reeonceptualization[ M]. New York: Educator' s International Press,2000: 392.
  • 7Pinar, William. Currere: Toward Reconceptualization. In William Pinar ( ed ). Curriculum Studies: The Reconceptualization[M]. New York: Educator's International Press,2000: 411, 412, 412 - 413, 412.
  • 8Pinar, William. The Analysis of Educational Experience. In In William Pinar(ed). Curriculum Studies: The Reconceptualization[M]. New York: Educator' s International Press, 2000: 392,390,406 - 407.
  • 9张汝伦.现象学方法的多重含义[C].中国现象学与哲学评论(第二辑)现象学方法.上海:上海译文出版社,1998:34.
  • 10Doerr, Marilyn N. Currere and the Environmental Autobiography: A Phenomenological Approach to the Teaching of Ecology. New York: Peter Lang,2004.

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