摘要
教学存在是历史性的存在。在生成论教学哲学的理论视域下,教学历史意识是关于教学存在的静态和动态时空状态的历史意识类型,主要由教学时空意识、教学关系意识、教学状态意识和教学形态意识四种意识成分构成,它们同时也构成教学历史意识的四个分析维度。教学历史意识的提出,可以引导人们思考和解释教学存在中有关教学历史性的相关理论问题,有利于确立教学实践与改革中人与文化的立场,有助于以关系论、整体论和生成论的思想实现对以往以实体论为主的研究方法论的超越,并逐渐融入教师职业人格,成就具有教学历史意识的教师。
The teaching-learning being is historical being.From the perspective of the generative teaching-learning philosophy(GTP)theory,historical consciousness of teachinglearning is about the static and dynamic space-time state of teaching being,it is mainly composed of time-space teaching-learning consciousness,relational teaching-learning consciousness,teaching-learning state consciousness and teaching-learning forms consciousness,which also constitutes four analytical dimensions of teaching-learning historical consciousness.It could lead to thinking about and explaining the relevant theoretical issues,establish the human and cultural position of teaching-learning practice and reform,surpass the substantive research method with relationship theory,holism and generative theory.Then,it is possible to gradually integrate into the professional personality of teachers,and cultivate teachers with"teaching-learning historical consciousness".
作者
曾瑶
张广君
ZENG Yao;ZHANG Guang-jun(School of Education Science,South China Normal University,Guangzhou 510631,China)
出处
《高等教育研究》
CSSCI
北大核心
2020年第2期17-25,共9页
Journal of Higher Education
基金
广东省哲学社会科学规划一般项目(GD18CJY03)。
关键词
历史意识
教学历史意识
教学历史观
教学存在
生成论教学哲学
historical consciousness
historical consciousness of teaching-learning
his-tory view of teaching-learning
teaching-learning being
generative teaching-learning philoso-phy(GTP)
作者简介
曾瑶(1991-),女,广西玉林人,华南师范大学教育科学学院博士研究生,从事教学哲学研究;张广君(1962-),男,内蒙古科左后旗人,华南师范大学教育科学学院教授,博士生导师,从事教学哲学研究。
