教学活动的人性悖论及其合理运用  

The Human Paradox of Teaching Activity and Its Reasonable Application

作　　者：李森[1,2] 王天平[3] 

机构地区：[1]西南大学图书馆 [2]西南大学教育学部 [3]西南大学基础教育研究中心

出　　处：《教育研究》2012年第8期88-94,共7页Educational Research

基　　金：教育部人文社会科学研究项目“中小学教师有效教学决策的理论建构与实证研究”(课题批准号:09YJA880113);重庆市人文社会科学重点研究基地重点课题“基于哲学人类学的教学活动与学生完整性发展研究”(项目批准号:11SKB03);西南大学教育学部学科建设重大项目的阶段性研究成果

摘　　要：从人类的"肉体—工具"物质结构的角度看,教学活动是一种改造人类的生物性而赋予人类以文化性的人化活动。虽然教学活动在目的上以培育人类的文化性为取向,但是为保证人类文化性的发展动力,教学活动在功能上主要反过来满足人类的生物性。于是,教学活动既需以赋予学生以文化性为取向,又不能完全以赋予学生以文化性为取向,这在一定程度上引发了教学活动的人性悖论。要实现教学活动的人化回归,就需要从整体上考查现实的教学活动,在有效地满足人类的生物性的基础上,限制和利用人类的生物性,尽可能培育人类的文化性。Beginning with the human substantial structure of fresh and tool, teaching activity is a kind of human activity from reforming the human-animalized property to attaining the human-cultured property. Even though the goal of teaching activity aims to foster the human with cultural property, however, in order to guarantee the power of development of the human cultural property, the function of teaching activity mainly focuses on satisfying the requirement of the human-animalized property. Therefore, teaching activity needs to give students the human-cultured property, but not wholly gives students the human-cultured property, which leads to the human paradox of human activity to some extent. To realize the return of human-cultured property of teaching activity, we should investigate the practical teaching activity on the whole, and cultivate the culture property of human as far as possible which should be based on the basis of effectively satisfying the requirement of the biological property of human, restricting and taking the advantage of biological property of human.

关 键 词：教学活动 人性悖论 人化回归 

分 类 号：G420[文化科学—课程与教学论]