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启思教育与启思学习 被引量:2
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作者 何云峰 《现代基础教育研究》 2012年第4期7-15,共9页
文章提出了启思教育和启思学习的新概念。启思教育就是要注重对学生的分析、比较、分类、评价及综合、概括和创造等高阶思维能力的培养。启思学习就是要求学生在学习的时候将此类思维提升作为目标。培养学生的思维能力,培养学生较高水... 文章提出了启思教育和启思学习的新概念。启思教育就是要注重对学生的分析、比较、分类、评价及综合、概括和创造等高阶思维能力的培养。启思学习就是要求学生在学习的时候将此类思维提升作为目标。培养学生的思维能力,培养学生较高水平的思维能力不仅是教育本质的内在要求,更是时代和社会发展对创新人才培养的要求。启思教育和启思学习的实施,需要启思型的教材、教师、课堂、学校以及启思型测量方法等全方位的支撑,才能实现和逐渐得到完善。注重高阶思维的教育及相应的高阶性学习方法与策略,无疑将带来全新的教育革命。 展开更多
关键词 启思教育 启思学习 高阶思维
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先秦儒家“师”的角色演变及其当代教育启思
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作者 诸园 高世杏 《安庆师范大学学报(社会科学版)》 2023年第3期88-94,共7页
初具教育者意蕴的“师”是王官体制内兼职教育的技术性职官,到春秋战国时期,儒家学派对“师”的角色进行创造性解读,突破原有官职身份界限,赋予崭新意义:孔子认为“师”是爱众亲仁的仁爱之师,孟子认为“师”是以道自任的圣人之师,荀子... 初具教育者意蕴的“师”是王官体制内兼职教育的技术性职官,到春秋战国时期,儒家学派对“师”的角色进行创造性解读,突破原有官职身份界限,赋予崭新意义:孔子认为“师”是爱众亲仁的仁爱之师,孟子认为“师”是以道自任的圣人之师,荀子认为“师”是治教合一的圣王之师。以孔子、孟子、荀子为代表的儒家学派提出的对“师”的角色期待,促使“师”由“职官之师”演变为“圣贤之师”,“师”角色演变遵循的逻辑特点与新时代教师职业要求相吻合,为培育“四有”好老师提供思想理论滋养、人格榜样和实践指导。 展开更多
关键词 先秦儒家“ 师” 角色演变 教育启思
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Reconsider Confucius' enlightening reflection: Implications on heuristic teaching
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作者 ZHANG Jian-wen MO Rui 《Sino-US English Teaching》 2007年第7期32-38,共7页
Western heuristic teaching method was originated from Socrates who initiated the teaching mode of "teachers ask, students answer". A distinctive feature of this mode was that teachers were the decisive factor in the... Western heuristic teaching method was originated from Socrates who initiated the teaching mode of "teachers ask, students answer". A distinctive feature of this mode was that teachers were the decisive factor in the process of teaching and learning, who raised the questions at the very beginning and gave conclusions in the end. On the contrary, oriental style of heuristic teaching method based itself on the principle that students put forward their puzzles and then asked the teachers for advice. This paper will reconsider Confucius enlightening reflection and probe into how to develop students' ability of thinking by questioning strategies in the heuristic teaching methodology. 展开更多
关键词 CONFUCIUS enlightening reflection heuristic teaching THINKING QUESTIONING
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Study on Education Enlightenment of Olympic Spirit to Competitive Sports Training
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作者 Xi Jianping 《International English Education Research》 2014年第2期1-4,共4页
Olympic spirit includes five core principles which are participation, competition, justice, friendship and striving. It is with educational effectiveness, which can be used by educators. Modem sports trainings are des... Olympic spirit includes five core principles which are participation, competition, justice, friendship and striving. It is with educational effectiveness, which can be used by educators. Modem sports trainings are designed to develop and enhance the athlete's physical and psychological level and other aspects. In the process of the competitive sports training, Olympic spirit has brought certain education enlightenment to the technical and tactical innovation, ideology and morality, learning and using for reference and confidence in training four aspects. 展开更多
关键词 Olympic spirit competitive sports TRAINING EDUCATION
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