教学必要的追求:从可知世界到“之间”世界  

The Necessary Pursuit of Teaching:from Knowable World to “Between” World

作　　者：肖林根[1] 王卫华[1] 

机构地区：[1]湖南师范大学,湖南长沙410081

出　　处：《教育与教学研究》2013年第1期13-15,37,共4页Education and Teaching Research

基　　金：湖南省教育厅教学改革研究项目"基于有效教学理论的成人高等教育模式创新与实践研究"(批文号:湘教通(2010)243号)研究成果之一

摘　　要：可知世界照看下的教学呈现出平面化的特征,具体表现为:对知识精确性的偏好、知识获得的"掌握"标准和对知识追求的无限扩张性。与此相对,"之间"世界看护下的教学显现出立体化的特征,具体表现为:对知识不确定性的肯定、知识获得的"意义"标准和对知识追求的节制性。而从精确性到不确定,从"掌握"标准到"意义"标准,从无限扩张性到节制性,彰显出的是教学的进化。所以,从可知世界上升到"之间"世界反映的是教学的一种追求。Teaching under the care of the knowable world shows the planar characteristics, including： accuracy preference for knowledge, standard for acquiring knowledge and the unlimited expansionary of pursuing knowledge. In contrast, teaching under the care of the ＇between＇ world shows the three - dimensional characteristics,including the uncertain affirmation of knowledge,＇ significance＇ criteria for acquiring knowl- edge and the restraint on pursuit of knowledge. From accuracy to uncertainty, from the ＂master＂ standard to the ＂significance＂ standard, from unlimited expansionary to restraint, the evolution of teaching is higtflighted. Thus, the rising from the knowable world to the ＇ between＇ world re- fleet a pursuit of teaching.

关 键 词：教育哲学 可知世界 之间世界 教学追求 

分 类 号：G40-02[文化科学—教育学原理]