运用多元智能理论对教育工具价值取向的反思——从传授灌输走向引发生成

摘要

洛克的＂白板说＂、赫尔巴特的＂三中心说＂是传授灌输式的重要理论基础。传授灌输式的工具价值取向是导致加重学生负担,养成学生被动学习习惯,退化学生潜能,丧失学生自主性等恶果的重要原因。而加德纳的多元智能理论,杜威＂做中学＂的活动教学,陶行知的＂教学做合一＂,布鲁纳的＂发现学习＂,建构主义教学理论等,从中都可以找到引发生成式的理论依据。引发生成的过程,就是学生动脑动口动手的自主探究活动过程,在自主探究活动中,学生的潜能得到充分的开发,个性得到充分的彰显与培养。由传授灌输走向引发生成是当代中国教育发展之必然。%Locke＇s ＂white board theory＂ and Herbart＇s ＂three-center theory＂ are the important theoretical basis of the imparting and indoctrination education.The instrumental value orientation of imparting and indoctrination is the main cause of the increasing burden on students,students＇ passive learning habits,degeneration of students＇ potential,the lack of students＇ learning autonomy.We can find priming and generation theory from Gardner＇s theory of multiple intelligences,Dewey＇s theory of ＂learning by doing＂,Tao Xingzhi＇s theory of ＂integration of teaching,learning and doing＂,and Bruner＇s ＂discovery learning＂ theory.The process of priming and generation is also the process of self-exploration by using their brains,mouths and hands,from which students can fully unlock their potential and show their personalities.The contemporary Chinese education will inevitably take the road of switching from imparting and indoctrination to priming and generation.