互动共生:生态哲学视域下课堂教学环境的内在机制  

Interactive Coexistence:the Internal Mechanism of Classroom Teaching Environment with the View of Ecological Philosophy

作　　者：杨雪[1] 关文信[1] 

机构地区：[1]海南师范大学初等教育学院,海南海口571158

出　　处：《山西青年管理干部学院学报》2010年第2期98-100,共3页Journal of Shanxi College For Youth Administrators

基　　金：海南省哲学社会科学规划课题<生态哲学视域内的有效教学研究>的阶段性成果之一;课题批准号:HNSK07-15;主持人为关文信

摘　　要：生态哲学是运用生态学的基本观点和方法观察现实事物和理解现实世界的理论。依据生态哲学,课堂教学环境的内在机制可以概括为"互动共生"。"互动共生"是指生态系统中各因素之间相互联系、相互作用和相互依赖。以关联、差异、共进为特点的互动共生从本质上揭示了课堂教学环境的内在机制。Ecological philosophy is the theory with which people observe things and understand practical world based on basic ecological view and methods. According to ecological philosophy, the internal mechanism of classroom teaching environment can be smnmarized as＂ interactive coexistence＂, which means that in an ecological system, there is mutual connection, function, and dependence between each element. Interactive coexistence, whose features are connection, difference;and mutual development, reveals the internal mechanism of classroom teaching environment.

关 键 词：课堂教学环境 生态哲学 互动共生 内在机制 

分 类 号：G424.21[文化科学—课程与教学论]