存在主义教学哲学:承诺、诉求及其当代意蕴  

On The Existentialism’s Teaching-learning Philosophy:Its’ Commitment,Purpose and Contemporary Implication

作　　者：张同柏[1] 张广君[1,2] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]华南师范大学现代教育研究与开发中心,广东广州510631

出　　处：《当代教育与文化》2013年第1期77-82,共6页Contemporary Education and Culture

基　　金：教育部人文社会科学研究规划基金项目(09YJA880044);广东省高等学校人才引进项目(粤财教2010343)阶段性成果

摘　　要：存在主义哲学关于教学存在的本体论承诺和价值论诉求,可以概括为:教学是精神性、体验性、关系性的存在;教学对于人道主义、自由和解放的整体诉求。基于生成论教学哲学的立场分析,存在主义教学哲学关注和强调教育教学中人的本真存在的基本观点,具有内在的逻辑一致性和一定的现实合理性,对处于改革关键期的当下我国课程与教学的理论与实践,具有多方面的思想启发和现实借鉴意义。Ontological commitment and value demands of existentialism＇s teaching-learning philosophy which can be summarized as.. teaching is spirituality, experience and relational exist; teaching is for humanitarian, freedom and liberation of the overall appeal. Based on the viewpoint of generative teaching- learning philosophy, the basic position of the focus and emphasis on human authentic in education and teaching-learning of existentialism＇s teaching-learning philosophy, has internal logical consistency and some practical rationality, and has many aspects of ideological inspiration and realistic significance in our curriculum and teaching-learning theory and practice in the critical period of reform.

关 键 词：存在主义 存在主义教学哲学 本体论 价值论 生成论教学哲学 

分 类 号：G40-02[文化科学—教育学原理] G42[文化科学—教育学]