设计教学法探究——刍议后教育时代的广义设计教学法

On Project Method

作为一种进步的教育实验方法,自20世纪初杜威的问题解决教学法的应用开始,历经了克伯屈式设计教学法、加涅式设计教学法,再到广义设计教学法的提出,在诸多教育理论家和实践者的合力下,设计教学法的内涵与应用方法获得了不断革新与发展。教育工作者们对设计教学法的研究与具体措施设计,其方法特征无论是表现为"主从性"、"分合性"还是"系统性",唯一不变的是对进步主义教育观的理想追求。只有对此发展历程有深入了解,自由教育的精神本质方能被准确认知;在我国后教育时代,设计教学法就不会被当作华而不实的舶来品,进而在各类学科中能获得更好的应用与创新,并更具活力。

As a modern method of educational experiment,Project Method has been constantly improved with the combined efforts of many education theorists and practitioners.Among them are Dewey with his Problem Method in the early 20 th century,Kilpatrick with his Project Method,and Gagne with his method under the same title until the Generalized Project Method was put forward.In this process,the ideal of pursing progressive education has remained unchanged.Only with a profound understanding of this progress,can we grasp the spiritual essence of freedom education and well apply and innovate Project Method in the age of post pedagogy in China.