论交往文化及其教学论意义  

On the Communicative Culture and Its Teaching Meaning

作　　者：陈旭远[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2006年第5期123-127,共5页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：全国教育科学"十五"规划教育部重点课题(DAA010140)

摘　　要：交往作为教学世界下人的基本存在方式是不争的事实。交往文化就是教师、学生在交往过程当中逐渐形成的共享的意义体系,在这个意义体系当中,价值观、信念、规范、思维方式等构成了其稳定的结构。交往文化具有“表征着教学的深层结构、丰富了教学研究方法论、促进教学论自身的反思与重建”的教学论意义。It is indeputable that communication is the basic living manner for the people under the world of teaching. Communicative culture is the gradually formative meaning system shared by leachers and students to communicate with each other, in which value, belief, standard, the ways of thinking make up its stable structure. It was considered that communicative culture possesses meaning in its aspects of indicting the instruction＇s deep structure, enriching teaching research methodology, stimulating the teaching to reflect and reconstruct itself.

关 键 词：交往 交往文化 教学论意义 

分 类 号：G42[文化科学—课程与教学论]