摘要
教育是一种主体性发现活动,儿童固有的主体性、超越动机和发现能力是发现教育的根基和原点。前喻文化主导下的学校教育通常对儿童的发现能力和发现价值持怀疑甚至是否定的态度,从而构成了对儿童发现的自大式傲慢和功利性偏见。发现教育是以内发论作为理论基础的",发现你自己"是其核心内涵。从层面维度来看",发现你自己"可以分为"个"的发现、"群"的发现和"类"的发现三个层面;从向度维度来看,"发现你自己"可以分为向内的自我发现和向外的关系发现两个向度。
Education is a kind of subjective-discovering activity, and children＇ s inherent subjectivity, transcending motivation and discovering competence are the foundation and origin of discovery education. Yet school education guided by prefigurative culture usually takes doubtful or even negative attitudes towards children＇ s discovering competence and values, thus resulting in self-important pride and utilitarian prejudice. Discovery education is based on the endogenous theory with ＂discovering yourself＂ as its essential connotation. From different dimensions, ＂discovering yourself＂ may be divided into individual, collective and generic discovery, as well as intrinsic self and extrinsic relation development.
出处
《教育理论与实践》
CSSCI
北大核心
2013年第4期7-11,共5页
Theory and Practice of Education
关键词
发现教育
内发论
“发现你自己”
discovery education
endogenous theory
＂discovering yourself＂
