摘要
20世纪90年代以来,如何突破教学认识论的价值局限性,在知识与育人统一的意义上重建教学认识论的价值框架,是我国教学论发展的基本主题和重要使命。在过去的二十多年里,教学论界大体上提出了两种价值重建取向:生成价值论取向和理智价值论取向。然而,两者均无法胜任基础教育肩负的促进人的全面发展的使命,生成论取向以'主体性的人'的形象为假设前提,对回应我国新时代新人形象并不充分,理智论取向则蕴含着培育'能而无德之人'的危险。为此,本文认为教学认识论的主要局限在于其过度关注知识的工具性价值而非其内在价值,也忽视了以'道德上恰当的方式'推进教学过程。为此,需要立足我国学科教学的现实前提,重新理解学科教学的育人价值及其结构框架,在'化知识为智慧'和'化知识为德性'意义上实现知识与育人相统一的使命。
Since 1990 s,how to break through the value limitations of teaching epistemology and realize the unification of knowledge and educating value is the basic theme and important mission of the teaching theory in China.In the past 20 years,the teaching theorists have generally proposed two values reconstruction orientations:the generative value orientation and the intellectual value orientation.However,neither of them is capable to fulfill the mission of promoting the all-round developed people in basic education,the generation orientation takes the image of the'subject person'as the premise,and it is not sufficient to respond to the new image of the new era in our country,the intellectualism orientation implies the danger of cultivating'capable but unethical person'.For this reason,this paper holds that the main limitation of teaching epistemology lies in its excessive attention to the instrumental value of knowledge rather than its intrinsic value,and it neglect to advance the teaching process in the'ethically appropriate way'.Therefore,based on the realistic premise of subject teaching in our country,we should re-understand the educating value and structural framework of subject teaching,and realize the integration of knowledge and educating value in the sense of'transforming knowledge into wisdom'and'transforming knowledge into virtue'.
作者
卜玉华
杨晓娟
Bu Yuhua;Yang Xiaojuan
出处
《南京社会科学》
CSSCI
北大核心
2019年第8期139-144,160,共7页
Nanjing Journal of Social Sciences
基金
国家社科基金教育学一般项目“我国学校生活中的儿童形象研究”(BHA160096)的阶段性成果
关键词
教学认识论
学科教学
育人价值
生成论取向
理智论取向
teaching epistemology
subject teaching
educating value
the generation orientation
the intellectualism orientation
