高师院校《教育学》课程改革的实践与反思

Practice and Reflection on Curriculum Reform in Pedagogy of Normal Universities and Colleges

本文针对传统的《教育学》课程实施中存在的学科中心主义倾向和以单一的“传授—接受”模式为主,重知识传授,轻情感、能力培养等弊端,明确提出“激趣、定向;明理、互动”的课程改革设想和“明理”阶段“整体把握、板块构建;问题先行、行动研究”的课程实施策略,并就上述课程改革理念在《教育学》课程中的实践情况,进行了比较系统的描述与分析。

The traditional Pedagogy is subject -centered and treats the ＂teaching -receiving＂ model as the main one which takes knowledge teaching seriously while ignores the cultivation of emotions and abilities. Based on the above problems, this article introduces a framework of curriculum reform characterized by ＂motivation, orientation, edification and interaction＂ and a strategy of ＂module- based and task -based＂ at the stage of ＂edification＂. It systematically describes and analyzes the implementation of the above conception of curriculum reform in Pedagogy.