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孟晓东以“生长性”来定义自己的语文教学观,以“在学生的生命里种下一棵树”作为自己教育思想的隐喻。这不仅仅是对杜威“教育即生长”思想的阐发,也不仅仅局限于对课堂教学的关注与探索。“生长性语文”有更为丰富与深刻的思想内涵,也有更为高远开阔的精神境界。循名以责实,知人以论世,解读孟晓东及其语文教育思想,是件非常有意义的事,我们可以看到孟晓东行走中的思考,那人生的追求与生命的感悟。孟晓东语文教育思想是数十年实践智慧的结晶,也是长期理论思考的升华,具有不可通约的学术个性,与卢梭、杜威、陶行知有继承性的共同的思想谱系,有高度契合的家族相似性。
Meng Xiaodong to “growth” to define their own language teaching concept, “to plant a tree in student life ” as a metaphor for their own educational thinking. This is not just an explanation of Dewey’s idea of “education is growth”, nor is it limited to the attention and exploration of classroom teaching. “Growing language ” has a more rich and profound ideological content, but also have a more lofty spiritual horizon. Followed by the name to blame, to know people in the world, interpretation of Meng Xiaodong and his Chinese education thinking is a very meaningful thing, we can see Meng Xiaodong walking in the thinking, the pursuit of life and life sentiment. Meng Xiaodong’s thought of Chinese education is the crystallization of decades of practical wisdom, as well as the sublimation of long-term theoretical thinking. It has an incommensurable academic personality, a common ideological lineage with Rousseau, Dewey and Tao Xingzhi, a highly compatible family Similarity.