3.
About rationality of instruments of
reflective teaching. The author divides
teaching instruments into two kinds: one is theoretical, the other is
practical . The former is an expression of a rational cognition in form of
concept, judgement and inference, and also is an instruction theory for teaching
practice. The latter is such a method or means in teaching as curriculum and
teaching strategies. Usually theoretical instruments contain fundamental theory
which is more abstract and practical theory
which is more operative . Moreover, if using them properly, we could gain
various benefit from each of them. However, it is incorrect to believe that the
practical theory with high-operative is scientific while the fundamental theory
with high-abstract is not. We should xdyoid stressing much more the practical
theory than the fundamental theory. At the same time, in the respect of
practical instruments, we should reflect and reform the curriculum monopolized
by technical reason and reconstruct new curriculum that joins both technical
reason and humanistic reason which belong to their deservedness.
The
strategy of teaching probably could be weak
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