论教学哲学  

On Philosophical Didactics

作　　者：张建鲲[1,2] 董昊悦[3] 

机构地区：[1]天津师范大学课程与教学研究中心,天津300387 [2]天津大学职业技术教育学院,天津300072 [3]天津师范大学城市与环境科学学院,天津300387

出　　处：《当代教育与文化》2009年第3期77-80,共4页Contemporary Education and Culture

摘　　要：教学哲学推动研究型教师培养的根本价值,决定了我们应立足于教学哲学研究对当前课程改革的推动,阐明教学哲学学科属性、主要任务和根本使命。同时,由于对教学哲学＂基本问题＂的追问,可以避免教师对教学论＂无所适从＂ 对＂教学观念＂的阐释,可以使教学哲学帮助研究型教师明确教学的未来发展方向 对＂教学实践论＂和＂教学生活论＂的探讨,将为研究型教师提供直接的实践理论 它们共同构成了教学哲学存在的根本价值。The ultimate contribution of philosophical didactics to the cultivation of reflective and critical teachers demands people to explicit its disciplinary characteristic,primary tasks and final mission,in reference to its promotion to the present curriculum reform of basic education.And for the answering to its basic problems may avert teachers from being bewildered by general didactics,the elucidating to its principal concepts about teaching may suggest critical teachers some foreseeable development strategy,the comparing between practice-based didactics and life-based didactics may offer critical teachers operational theories,these attempts may well explain the ultimate significance of the philosophical didactics.

关 键 词：教学论 理论使命 基本问题 主要观念 实践理论 

分 类 号：G40-02[文化科学—教育学原理]