教学美的生成论意象——生成论教学哲学的观点  

The Image of Teaching-Learning Beauty——from the Perspective of Generative Teaching-Learning Philosophy

作　　者：杨琳[1] 张广君[1] 

机构地区：[1]华南师范大学教育科学学院/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4期26-30,共5页Contemporary Education and Culture

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"(09YJA880044);广东省高等学校人才引进项目(粤财教2010343)阶段性研究成果

摘　　要：历来关于教学美的研究离不开教学艺术、教学审美等视角,却相对缺乏从教学理论出发的研究。教学美是教学的某种特殊状态,探寻教学美的本质应该从教学的本质出发。以生成论教学哲学为理论基础,可以析出教学美有别于其他美的独特意蕴。教学美是教学达到自由阶段的特殊状态,是教学合规律性、合目的性与教学自由三者合一的独特状态。Research on teaching-learning beauty has long been done from the perspective of teaching art and teaching aesthetic, seldom from the perspective of teaching-learning theory. Teaching-learning beauty is a specific state of teaching-learning, hence the exploration into its essence should be based on the essence of teaching-learning. We can find out the connotation of teaching-learning beauty on the basis of Generative teaching-learning Philosophy. Teaching-learning beauty is the specific state of teaching and learning at its free stage. It is also a unique state where teaching-learning not only conforms to the major principles and serves its objectives, but also is free.

关 键 词：教学 教学美 生成 生成论教学哲学 

分 类 号：G42[文化科学—课程与教学论]