正本清源,探析兴趣教学认识误区

Trace to its source,analysis on misunderstandings of interest teaching

兴趣教学从儿童的心理出发,旨在顺从儿童的自然发展天性,探讨兴趣的动力发展机制及其与教学的关系。18世纪卢梭首次提出了"兴趣原则",19世纪赫尔巴特指出"兴趣的多面性",20世纪杜威发表著作《教育中的兴趣与努力》,兴趣学说逐渐趋于完善、系统化,在教育教学中具有重要影响,并以此为取向构建了兴趣教学体系。但在教学实施的过程中,由于对兴趣发展机制了解的不够透彻,出现了很多误解。从兴趣教学的起源与发展、兴趣教学的基本内涵出发,重点阐述兴趣教学的3大误区,以辨别兴趣的本质及真伪。

Interest teaching is from the perspective of children＇ s psychology,aims to obey the natural development of children,discusses the mechanism of interests and its relationship with teaching. In the 18 th century,Rousseau put forward the principle of interests firstly,in the 19 th century,Herbert talked about the various interests,after that,Dewey wrote a book named ＂ interests and efforts in education＂ in the 20 th century,so the interest theory became gradually perfect and systematic,it also had many important influences in the teaching,and then the teaching system which was oriented by interests was constructed. But in the process of teaching,there are many misunderstandings because we can＇t understand the development mechanism of interests clearly. This article is mainly from the original and development of interest teaching,the basic connotation of interest teaching,then emphases on the three misunderstandings of interest teaching,aims to identify the nature and authenticity of interests.