摘要
在教学研究领域,一种文化路向不断发展和凸显,逐步孕育起当代的文化教学论。已有的教学认识论,在教育领域揭示了"教学的特殊认识属性",确立了"学生的教学主体地位",却埋下了"主体沦丧陷阱"。在超越这种困境中,人们逐步洞察到教学活动实质上是一种文化认识活动,从而建构起文化教学认识论,形成了三个基本观点:一为教师和学生是教学的主体,二为知识是教学认识的根本价值,三为整体主义是教学探究的新兴方法论。
In the field of educational studies,there has been a cultural pedagogy emerging as well as a cultural approach sprouting,developing and standing out.The current pedagogical epistemology has revealed the special cognition of teaching and established the learners＇ main place in the educational region,but exposing the loss of main subjects.In transcending this dilemma,people gradually recognize that teaching is essentially one kind of cultural cognition and form the cultural pedagogical epistemology.Thus,three basic points are produced： both teacher and learner are subjects in teaching;knowledge is a dominant value of teaching cognition;holism is a new methodology of teaching research.
出处
《教育发展研究》
CSSCI
北大核心
2010年第22期31-38,共8页
Research in Educational Development
基金
广东省普通高校人文社会科学重点研究基地2008年度重大项目"新中国小学教育基本理论发展的文化哲学清理与建构"(08JDXM88001)
广东省哲学社会科学"十一五"规划2010年度项目"学习化课程论稿--课程文化哲学初探"的部分成果
关键词
文化教学认识论
师生主体
知识价值
整体方法
cultural pedagogical epistemology
teacher and learner as subjects
knowledge as value
holism as methodology
作者简介
华南师范大学现代教育研究与开发中心教授博士生导师（广州510631）
