教学回归生活的文化哲学探讨  

Cultural Philosophy Exploration on Teaching Returning to Life

作　　者：靳玉乐[1] 黄黎明[1] 

机构地区：[1]西南大学教育学院

出　　处：《教育研究》2007年第12期79-84,共6页Educational Research

摘　　要：在文化本体思维方式的转向中,教学回归生活既有教学立足当下的理想性寻求,也有教学指向社会的批判性诉求,还有教学关注学生的个体性提升。教学回归生活所孕育的教学的理想性、批判性和个体性统一的文化特性,呼唤、蕴涵了教学作为学生学习生命存在及其展开的文化本体存在。这种文化本体存在通过课堂知识教学作为内容、形式、价值的连续统一体得到了建构,学生的生命意义得以体现,精神世界得以丰富。In the turning of cultural nominal thinking mode, teaching returning to life means not only ideal pursuit that teaching is based on currentness, but also critical pursuit that teaching points to the society, as well as the individual promotion that teaching pays attention to students. The cultural characteristic of the unity of ideality, criticism and individuality of teaching gestated by teaching returning to life calls and contains llfe existence that teaching is as student＇s learning and its expanding cultural nominal existence. This kind of cultural nominal existence is constructed through class teaching as the continuum of content, form and value, where the significance of student＇s life is materialized and his or her life world is enriched.

关 键 词：教学 生活世界 文化哲学 

分 类 号：G420[文化科学—课程与教学论]