面向事件的教学本体论  

The Explanation on Event Oriented Teaching Ontology

作　　者：杨晓奇[1] 

机构地区：[1]陇东学院教育学院

出　　处：《全球教育展望》2015年第6期3-9,共7页Global Education

基　　金：教育部人文社科规划基金项目"西北连片特困区学校自主发展与变革问题研究"(项目编号:14YJA880088)的阶段性成果

摘　　要：事件哲学作为重要的哲学范畴,提出了基于"事件"的本体论,这为反思教学本体存在问题提供适切的理论支撑,具有较强的理论解释力。反思我国经典的教学本体研究,主要是以结构主义哲学为理论基础,以要素分析为基本切入点所形成的构成性本体论,其最大的缺陷是抽离时间。基于事件哲学的教学本体认为,教学是具有空间和时间双重本体属性的教育存在。在此意义上,教学由具有共时性和历时性的事件构成,常态事件与偶发事件的糅合生成是教学事件存在的基本形态。教学过程是由事件驱动所形成,教师对于各类事件的积极应对预示着教学目标的调适性和方法的多元性。As an important philosophy area, the event philosophy proposes the event oriented Ontolo- gy. It provides us an appropriate theoretical support and has strong explanatory power to teaching ontology. The classic teaching ontology in our country mainly refers to the elements theory based on the strueturalism. The most limitation is the time - ignored. The teaching ontology on the event philosophy, the teaching is composed of the synchronic and diachronic events. The normal and accidental forms are the basic events form. The teaching process is driven by the events. During the teaching process, the teachers respond to the events with the adjustment of the teaching goals and the pluralism of the teaching methods.

关 键 词：事件 事件哲学 本体论 教学 解释力 

分 类 号：G40-02[文化科学—教育学原理]