生成性教学美:意蕴、特点与创生  

The Generative Aesthetics of Teaching and Learning:Meaning,Feature and Creation Strategy

作　　者：杨晓奇[1] 李如密[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2013年第3期57-60,共4页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划教育部重点课题<教学美学的理论建构>(课题批准号:DAA080039);江苏省教育科学"十一五"规划课题<新课程课堂教学艺术研究>(课题批准号:D/2008/01/007)的研究成果之一

摘　　要：生成性教学美是教学中所蕴涵的独特的教学美。与预设性教学美相比,它更能突显教学的过程之美、意外之美和创新之美。生成性教学美不仅美在教学的"预设之外",美在教学的"即兴创作",也美在"教学机智"以及教学的"情境观照"之中。生成性教学美的创生策略为:保持教学目标"刚弹相济"的张力,给生成性教学美的创生留有余地;灵活处理教学内容,为生成性教学美的创生提供多样态的鲜活素材;艺术性地使用教学方法,为生成性教学美的创生提供多样化的手段支撑;恰切把握师生间的教学互动,为生成性教学美的创生提供持续不断的内在动力。The generative aesthetics of teaching and learning is a distinctive king of teaching and learning aesthetics. Comparing with the default aesthetics, it more emphasizes the processing, the unexpected and the creative aesthetics of teaching and learning. The teaching and learning aesthetics focus on ＂outside default＂, ＂impromptu creation＂, ＂teaching wit＂ and ＂situation involved＂. The creation strategy of the generative aesthetics of teaching and learning include keeping rigid and flexible tension of teaching objectives to leave enough space to create aesthetics, flexibly dealing with the teaching content to provide more fresh materials. Artistically use the teaching methods to provide more support means and properly grasp the teaching interactivities to provide more inner motivation for the creation of the generative aesthetics of teachingand learning.

关 键 词：教学美 生成性教学美 教师 学生 

分 类 号：G42[文化科学—课程与教学论]