作　　者： (唐智松）; (高娅妮）;

机构地区： 西南大学教育学部,重庆400715

出　　处： 《课程．教材．教法》 2017年第9期103-107,共5页

摘　　要： 当前,师范院校"教育学"课程存在以教学型目标代替全部,以学校教育替代全部教育,以基础教育替代全部过程,以正常儿童教育替代全纳教育,以课堂教学替代全部途径,以理论传授替代全部方式等窄化问题。要扭转这种现象及其产生的消极影响,迫切需要在掌握表征、认识原因的基础上,从课程目标、教育对象、教学空间、教学时间、教学范畴、教学目标等方面,对师范院校现行的"教育学"课程进行科学重构。 On account of the continuous effects of historical evolution and realistic choice and the equilibrium between theoretical cognition and self--qualification, the pedagogy course of current normal university student, replaces the whole object with teaching object. It replaces the entire education with school education. It replaces the whole process of education with basic education, ignoring pre-school education and higher education. It replaces the education of normal children. It replaces all access to education with classroom teaching. It also replaces all access to teaching with theory teaching. The phenomenon of the narrowing and the reasons for its negative impacts need to be transformed, and pedagogy course needs to be reconstructed scientifically from space, time, categories and object on the basis of mastering the representation and knowing the causes.

关 键 词： 教育学 课程结构 窄化