生活世界观主导下的教学论反思  

Reflection of Teaching Theory from the Perspective of Life Outlook

作　　者：蔡宝来[1] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《教育理论与实践》2006年第1期30-33,共4页Theory and Practice of Education

摘　　要：规范教学论的局限性来自两个失误:一是方法上的失误,二是主题的失误。存在于现实中并关怀存在的未来性,这就是教学论的意义所在。因此只有放弃知识论态度代之以另一种目的论态度去对待教学事实这一特殊的存在论事实,才能发现其中那种具有特殊意义的存在论问题。教学论在根本上是为了教与学双方生活的,凡是与“教育”观点缺乏距离感的“教学论”都是反对生活的理论,它们总是劝导每一个学生去过“标准”的生活,即他人的生活,这正是使教学变得没有意义的最主要原因。教学论以教学生活的根本问题为主题;教学生活的根本问题是生活本意或者说生活本身的目的;教学生活本意在于创造幸福感。The limitation in standardizing the teaching theory is caused by two misconcepts. One is that of method and the other is subject. But the significance of teaching theory lies in the existence in the real life and the concern of existence, so only when we treat the teaching facts with the attitude of purpose instead of that of knowledge, can we find the existence problem of special meaning. Basically the teaching theory serves both teaching and learning and all the teaching theories far away from the educational views are those against life, which always persuade every student to live a standard life, i.e. the life of other people which is just the main reason making the teaching meaningless. Teaching theory should have the basic problem of teaching life as its subject, the fundamental problem of teaching life is life itself or the purpose of life and the meaning of teaching life is creating the sense of happiness.

关 键 词：规范教学论 教学生活 可能生活 

分 类 号：G42[文化科学—课程与教学论]