摘要
无论是教育理论,抑或教育实践,人都是其首要面对的存在,因而,人的问题往往是教育研究中最为核心的主题。从"孩子更加难教"这一"事实"出发,依循人性教育学立场的致思之径,通过对教育理论中的人性进行重思,发现其内隐的人性假设在限度意识上需明晰教育的能为与可为及其对于人的塑造和改变的有限性,同时,在主体意识上需要思考教师的可改变性和可塑性;其思维方式需聚合自然科学的证伪思维方式、人文学科的解释思维方式以及社会科学的关联思维方式。由此,人性教育学立场需在本真所内蕴的自立、自觉和自新三个层次上予以确立。
Whether in educational theory or educational practice,human is the primary existence to be encountered,therefore,human being always tends to be the most central issue in pedagogy. As for that,based on the reality of ＂why students are more difficult to teach＂ and followed by the direction of thought that refers to the standpoint of pedagogy on humanity,it is necessary to rethink the humanity in educational theory and discover the inner hypothesis of humanity and clarify what education can do and the finiteness of education on the cultivation and transformation of human being. At the same time,the convertibility and plasticity of teachers should be reflected in view of the subject awareness. Besides,the way of thinking of standpoint of pedagogy on humanity should integrate the ways of thinking of falsification,interpretation of humanities and correlation of social sciences. Thereafter,self-reliance,self-awareness and self-innovation could be established to reconstruct the humanity on the standpoint of pedagogy.
出处
《教育研究》
CSSCI
北大核心
2016年第6期18-24,共7页
Educational Research
基金
江苏省教育厅重大研究项目"义务教育学科核心素养和关键能力研究"(项目编号:2015jyktzd_02)的研究成果
关键词
人性
教育学立场
教育理论
教育实践
humanity
standpoint of pedagogy
educational theory
educational practice
作者简介
彭亮，南京师范大学课程与教学研究所博士生
徐文彬，南京师范大学课程与教学研究所教授（南京210097）
