基于主体性教育的德国复式教学运行机制及启示

The Operating Mechanism of Subjective Education-based Combined Instruction in Germany and its Inspiration

德国复式教学是一种典型的主体性教育实践,将学生视为能动的、独立的主体,尊重学生的个体差异,重点培育学生的主体能力。德国复式教学的主体性教育因素包含自主学习阶段的主体性教学设计和新课教学中的主体性教育原则,通过学生跨年段交往中的模仿学习、多层次多类型教师合作、不同年级的学习任务和学习时间差异等机制来实现,能力导向而非内容和考试导向的教育标准为复式教学的主体性教育运行提供了保证。

The combined instruction in Germany is a typical subjective education practice, which regards students as dynamic and independent subjects, respects students＇ individual difference and focus on cultivating their subjective abilities. The subjective education factors of the combined instruction in Germany include subjective teaching and learning design in independent study stage, and subjective education principles in new lessons implement. These factors can be carried on through mimetic learning between different ages, different teachers＇ collaboration, and difference of studying time and tasks required for different grades. The abilityoriented but not content and exam-oriented education rules guarantee the implement of subjective education factors in combined instruction.