论教学情节的基本结构及其生成论价值  

On the Basic Structure and Its Theory of Value in the Teaching Plot

作　　者：陈理宣[1] 黄英杰[1] 

机构地区：[1]内江师范学院教育科学学院,四川内江641000

出　　处：《教育理论与实践》2014年第2期61-64,共4页Theory and Practice of Education

基　　金：四川省教育厅社会科学研究重点项目<四川省农村教师培养机制创新综合研究>(项目编号:10SA114)的研究成果之一

摘　　要：一个合理的教学情节由开端、发展、高潮和结局四个环节组成。在教学情节中,围绕知识媒介,生成了一个知识逻辑结构、情感价值结构和机体结构等三位一体的智慧和合体。审美情操是这一智慧和合体的最高境界和自觉追求,它表现为受过教育的个体在生存实践中对自身及其行为本身的自觉美化。在个体的生存智慧中,新习得的知识并不是知识教育的最终结果,它已经被充分地有机化了,既成为个体知识有机体的一部分,同时又成为整个身体机体的有机组成元素。A reasonable teaching plot consists of four links, including beginning, development, climax and end. In the teaching plot, a trinitarian wisdom organism is generated, including a knowledge logic structure, an emotional value structure and a body structure according to the knowledge media. Aesthetic sentiment is the highest level and the self-conscious pursuit of wisdom organism, and it shows that the educated individuals consciously beautify themselves and their behavior in the survival practice. In an individual＇ s survival wisdom, new acquired knowledge is not the final result of knowledge education, which has been fully organic, and become both an organic part of the individual knowledge and the organic element of the whole body.

关 键 词：教学情节 审美情操 生存智慧 知识有机化 

分 类 号：G420[文化科学—课程与教学论]