教学认识论的人道主义向度——生成论教学哲学的立场  

The Humanistic Dimension of Teaching-learning Epistemology——From the Standpoint of Teaching-learning Philosophy of Generative Theory

作　　者：张广君[1,2] 孙琳[3] 

机构地区：[1]华南师范大学教育科学学院 [2]华南师范大学现代教育研究与开发中心 [3]天津师范大学教师教育学院

出　　处：《教育研究》2013年第4期105-112,137,共9页Educational Research

基　　金：教育部人文社会科学研究规划基金项目"教学哲学的发展研究"(项目批准号:09YJA880044)的研究成果

摘　　要：在生成论教学哲学中,教学观念中的人道主义不仅仅涉及惯常理解中的价值论立场,更重要的还在于贯穿其中的人道主义的思维向度及其认识论意义。将人道主义引入教学认识论并展开深入探讨,将进一步丰富教学认识的理论基础和内涵。教学认识论的人道主义观念,秉持促进"人"的意识觉醒的先在性,坚持人文一体观的方法论,关注反思批判基础上的自我超越,强调教学主体观、知识观、过程观等的人道主义化,以期从更基础的层面和更广阔的视野,体察、分析和解释纷繁复杂的日常教学生活。In teaching-learning philosophy of generative theory, humanism in teaching concepts i the value theory standing in the usual understanding, but what＇s more important lies in the humanistic s not only related to thinking dimension and its epistemological significance. We shall further enrich the theoretical foundation and connotation of the teaching-learning cognition by introducing humanism into the teaching-learning epistemology and developing in-depth exploration. The humanistic concepts of the teaching-learning epistemology adhere to promoe the priority of human consciousness-awakening, insist on the methodology of cultural integration view, concern the self-transcendence based on the reflection and critique, emphasize on the humanism of teaching-learning subject view, knowledge view and process view, so as to experience and observe, analysize and explain the numerous and complicated daily teaching-learning life from more fundamental level and broader perspective.

关 键 词：生成论教学哲学 教学认识论 人道主义 

分 类 号：G424[文化科学—课程与教学论]