真正教学的意味——基于赫尔巴特“教育性教学”思想的延展性思考  

Meaning of Genuine Teaching:Extensional Thinking Based on Herbart’s Thought of "Educative Instruction"

作　　者：刘万海[1] 

机构地区：[1]渤海大学教育与体育学院

出　　处：《全球教育展望》2011年第9期9-12,18,共5页Global Education

基　　金：2009教育部人文社会科学青年基金项目"新课程下德性教学的理论深化与创新机制研究"资助(立项号:09YJC880048)

摘　　要：长期以来,不少教育实践工作者对于真正的教学仍缺乏深刻全面的领会。本文通过回溯教育"善"的内涵衍化,揭示了自古代以来评判教学的视角位移,总体上呈现出从教学的目的论取向到实践伦理立场的变换,并进而考察了近代以来被视为教学理想范型的"教育性教学"命题的本意与价值,及其后来在跨文化传译与诠释过程中发生的价值悖离。进而,从教学的"教育性"延展至"道德性"的讨论,指出当代探求真正教学意味的重点应在关注实践伦理,而其评判标准应坚持"以善致善"即目的与手段的统整性思考。Over a long period of time, many teachers still lack profound and comprehensive understanding about what is gen-uine teaching. In this article it reveals the conversion of perspectives from teleology to practical ethics of teaching by tracing back the connotation derivation of the ＂goodness＂ of education, on which teaching is evaluated since ancient times. In such back- ground it probes into the original idea and values of the proposition of ＂educative instruction＂, which is regarded as ideal teach- ing model since modern times, and the deviation of values during trans - cultural translation and interpretation. And then, in the discuss that extends from educative instruction to the virtue of teaching, it points out the emphasis on researching the meaning of genuine teaching contemporarily is to focus on practical ethics, and to integrate the aims and means of teaching as a whole evaluation standard.

关 键 词：教育性教学 德性教学 教学目的论 教学实践伦理 

分 类 号：G420[文化科学—课程与教学论]