从“知性教学”走向“德性教学”——论当代教学的价值重构与实践转向  

From “Intellectual Teaching” to “Teaching of Virtue”——On the Value Reconstruction and Practical Transformation of Contemporary Teaching

作　　者：刘万海[1] 

机构地区：[1]渤海大学教育学院,辽宁锦州121000

出　　处：《天津师范大学学报（基础教育版）》2012年第2期1-5,共5页Journal of Tianjin Normal University(Elementary Education Edition)

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(09YJC880048);2011年度辽宁省教育科学"十二五"规划一般课题"辽宁省农村实施义务教育问责制现状调查研究"资助(JG11CB142);辽宁省社科联2012年度辽宁经济社会发展立项课题"有效教学视域下辽宁中小学教学质量保障机制创新研究"(2012lslktzijyx-05)

摘　　要：当代教学变革是一场从"知性教学"走向"德性教学"的价值重构,并以此为背景完成其实践转向。既有的"知性教学"以机械传递知识为特征,因其秉持工具理性与功利主义的教学价值观而终将走向异化。教学变革的方向在于重建"德性教学",高扬以人为本、科学发展的教学价值观,为此需要从人性假设和知识观出发,做好教育学的理论重建工作。当前对引导学生有效学习以及教学手段伦理意义的关切等,可谓指向"德性教学"的核心表征。Current teaching reform reflects the value reconstruction from ＂intellectual teaching＂ to ＂teaching of virtue＂,on the basis of which practical transformation is performed.The former ＂intellectual teaching＂ is characterized by transmitting knowledge mechanically,and it will ultimately degenerate towards variation because of its teaching value of technical rationalism and utilitarianism.The way of current teaching reform lies in reconstruction of ＂teaching of virtue＂,which upholds the teaching value of human-based and scientific development.Therefore,theoretical reconstruction of pedagogy which is based on humanity hypothesis and view of knowledge is needed.Currently,the guidance to students to effective learning and the broad concern about the ethical sense of means of teaching can be seen as the representation of ＂teaching of virtue＂.

关 键 词：知性教学 德性教学 价值重构 实践转向 

分 类 号：N02[自然科学总论—科学技术哲学]