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这篇文章介绍了乌克兰心理学研究所的学者从小学一年级起就实行分化教学的实验。众所周知,国外(先在德国、后在美国等国家)早在十九世纪末和二十世纪初就开始进行这方面的研究和实验。美国在1958年的《国防教育法》中又重申天才教育的政策。苏联心理学家赞科夫的“小学教学新体系”的实验(1957年开始),实质上也是从小学就开始为培养未来的高科技人才打下基础。在许多国家的教育论著中,都在研究“分化教学’、”个别化教学“这个课题,他们把这个问题看作”教育战略“问题。在我国,一些敏感而有远见的学者、校长和教师们,也开始了对这个问题的关注和实验研究.对于”按能力分组(班)“的问题,”外分组“和”内分组“的问题,特别是选择原则、测试方法问题,历来就有不同的观点。特别是按能力把学生分成几个”等级“而进行分化教学是否符合教育的阶级性和社会公正性的问题,是需要慎重对待的。本文在《国民教育》杂志发表时,原编者按语作了如下说明:”我们千百次地提出这样一个问题:为什么儿童在刚入学时高高兴兴地来上学,而到了五、六年级就对学校完全失去了兴趣而不愿意学习了呢?原因固然很多,但是人所共知的原因之一是:儿童在跟沉重的学习任务的搏斗中感到疲惫无力……我们把基辅的几位学者的这篇文章首先推荐给小学的校长、教导主任和教师们.在教育改革中,最复杂和最迫切的问题之一,就是对学生的个别对待问题和创造条件使每个儿童得到发展的问题。本文作者们所建议的途径可能不是唯一的,还可能有别的解决办法。但是我们感到本文的主张是有意义的,特别是它有助于解决今天学校的这样一些令人头痛的问题,如不愿意学习、对知识的冷漠态度和厌学、逃学等同题。“译载本文,谨供读者研究、参考。
This article describes the experiments conducted by scholars at Ukrainian Institute of Psychology from the first grade of elementary school. As we all know, foreign countries (first in Germany and later in the United States and other countries) started their research and experiments as early as the late 19th and early 20th centuries. The United States reaffirmed the policy of genius education in the National Defense Education Act of 1958. Zankow’s Soviet psychiatrist Zakhoven’s experiment in ”a new system of primary school teaching“ (beginning in 1957) has essentially laid the foundation for developing a high-tech talent for the future from elementary school. In many countries’ educational treatises, they are studying the issue of ”differentiated teaching“ and ”individualized teaching“, and they regard this issue as the issue of ”educational strategy.“ In our country, some sensitive and far-sighted Scholars, principals and teachers also began to pay attention to this issue and experimental research.For the problem of ”grouping by ability“, ”grouping by group“ and ”grouping by grouping“, especially Is the principle of choice, test methods, has always had a different point of view.Especially the ability to divide the students into several ”level “ and the differentiation of education is in line with the class and social fairness of education, is the need to be treated with caution When the magazine National Education was published, the original editor made the following remark: ”We have repeatedly asked such a question: Why do children come to school happily when they first enrolled, and to the fifth and sixth graders Lost interest in the school and not willing to learn it? The reasons are many, but one reason is well known: children feel tired and weak in the fight with the heavy learning tasks ... ... We are a few in Kiev Scholars of this article Chapter first recommended to primary school principals, directors and teachers.One of the most complex and urgent problems in education reform is the individual treatment of students and the conditions that create conditions for the development of each child. The approaches proposed by the authors may not be unique and there may be other solutions. However, we feel it makes sense to advocate this article. In particular, it helps to address some of the most troubling issues in schools today such as reluctance to learn, indifference to knowledge, and tired of schooling and truancy. "Translation of this article, for readers to study, reference.