论交往的教学论价值——基于教学哲学的视角  

On the Pedagogical Value of Communication Theory——from the perspective of teaching-learning philosophy

作　　者：孙琳[1] 

机构地区：[1]天津师范大学课程与教学研究中心,天津300387

出　　处：《当代教育与文化》2011年第4期65-68,共4页Contemporary Education and Culture

基　　金：2009年度教育部人文社会科学研究规划基金项目"教学哲学的发展研究"(09YJA880044)阶段性成果

摘　　要：教学以交往为基本形态,其发生、运行、演化须依照交往有效性之路径展开。基于教学哲学的视角,在当前的教学论研究中,"交往"的本体论价值表现在教学存在、教学本质研究中,涉及教学实体、活动、关系等问题的方方面面,其认识论价值通过对教学论研究思维方式的影响体现出来,而其价值论价值,则体现在对生成的、演化的、历史的、宽容的人文发展观和师生关系观的树立和推广。Teaching basically takes the form of communication and should follow the way how effective communication goes on. From the perspective of teaching-learning philosophy, in the current research into instructional theory, the ontological value of communication is embodied in the existence in and the nature of teaching, involving the teaching-learning entities, activities, relationship, etc. Its epistemological value is reflected from its influences on thinking mode. Its axiological value is exemplified in the set up and promotion of a generative, evolutionary, historical and tolerant view of humanist development and the teacher-student relationship.

关 键 词：交往 教学论价值 本体论 认识论 价值论 

分 类 号：G40-02[文化科学—教育学原理] G420[文化科学—教育学]