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论“教育学原理”对分课堂模式的合理性

On the Rationality of the PAD Class Model of “Principles of Pedagogy”

Education Study / 2021,3(3): 474-481 / 2021-08-26 467 699

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• Authors: 闫闯     
• Information:

  岭南师范学院教育科学学院，湛江

• Keywords: Principles of pedagogy; PAD class; Theoretical rationality; Practical rationality 教育学原理；对分课堂；理论合理性；实践合理性
• Abstract: Under the background of normal professional certification, the practical research on the PAD class of “Principles of Pedagogy” has appeared, but there is a lack of rationality analysis of the PAD class model to “Principles of Pedagogy”. In terms of the pursuit of what should be, the PAD class model of “Principles of Pedagogy” can break the situation that teachers dominate the classroom, promote students to digest abstract theoretical knowledge, and finally enhance teachers and students to generate scientific educational thinking, which is theoretical rationality. From the perspective of practical judgment, the PAD class model of “Principles of Pedagogy” can promote students to participate in classroom discussion activities to improve their self-comprehensive ability, mobilize students’ learning autonomy to improve effective learning, and improve students’ educational theory knowledge literacy, which is practical rationality. 在师范专业认证背景下，“教育学原理”对分课堂教学实践研究已经出现，但缺乏对分课堂模式之于“教育学原理”的合理性分析。从应然追求上讲，“教育学原理”对分课堂模式能够打破教师独霸课堂局面、促使学生消化抽象理论知识、最终增进师生生成科学的教育思维，具有理论合理性。从实然判断上讲，“教育学原理”对分课堂模式能够促使学生参与课堂讨论活动而提升自我综合能力，调动学生学习自主性而提升有效学习，并且提高了学生的教育理论知识素养，具有实践合理性。
• DOI: https://doi.org/10.35534/es.0303074
• Cite: 闫闯．论“教育学原理”对分课堂模式的合理性［J］．教育研讨，2021，3（3）：474-481．