摘要
文章针对既往的理论研究和教学实践大多将生成性教学作为改造教学预设的技术方法所具有的缺陷,提出需要在教学哲学层面构建生成性教学理论。作为教学哲学的生成性教学,是从教学价值澄清入手对现代性教学理论的物化批判,是对"预成论"教学哲学的反思和超越。生成性教学哲学的确立有助于教学工具理性与价值理性的统一,体现了从客观认识论到学生生存发展为本的认识论转变,有助于促进新课改在教师日常教学中的践行。
Generative teaching has often been considered as the default method of reform teaching. This paper believes that we need to build a generative teaching theory in the level of teaching philosophy. Generative teaching as a teaching philosophy through teaching value clarification seek materialized criticism of modern teaching and is the translation of pre - as on the teaching philosophy and beyond. Generative teaching philosophy to establish the unity to contribute to the teaching of instrumental rational- ity and value rationality, reflects the epistemological shift from an objective theory of knowledge to the students＇ survival and de- velopment - oriented and promotes the implementation of the new curriculum reform in teacher practice.
出处
《全球教育展望》
CSSCI
北大核心
2012年第8期9-14,82,共7页
Global Education
基金
2012年度教育部人文社会科学研究青年基金项目"新疆职前双语教师实践性知识培养研究"(项目编号:12YJC880013)
新疆师范大学2012年双语教师培养培训专项研究课题"职前双语教师实践性知识培养机制研究"(项目编号:XSJY(S)2012006)
新疆师范大学自治区文科基地"新疆教师教育研究中心"资助项目(项目编号:040512C02)的阶段性成果
关键词
生成性教学
教学哲学
现代性教学
generative teaching
teaching philosophy
modern teaching
