追寻教学中“技术”的生命力  

To Explore the Vitality of Teaching Techniques

作　　者：叶波[1] 

机构地区：[1]四川师范大学教师教育学院,成都610066

出　　处：《教育发展研究》2015年第22期75-79,共5页Research in Educational Development

摘　　要：教学技术的生命力需要从教学与技术的关系上加以审视。教学活动的目的意图性、历史实践性和时空限定性决定了教学遵循着实践的逻辑而非技术的逻辑。教学技术作为教学实践的生成之物,其本质同样是实践生成的,其生命力需要在实践的立场加以阐释。本次基于实践的立场,认为教学技术的生命力源于实践智慧,体现为对教学合理性、教学情境性和教学伦理性的观照,三者共同构成教学技术生命力的精神之维、现实之维和方向之维。The vitality of teaching technology needs to be examined from the relationship between teaching and technology. Teaching accords to practical logic because of its purpose, historical practice, and time and space limitation. Teaching technology as the generation of teaching practice, the essence of which is also the produced by practice, and its vitality need to be interpreted in the practice Of the position. Based on the practice, the vitality of teaching technology comes from the practical intelligence, which is reflected in the view of the rationality of teaching, teaching situation and teaching ethics. The three constitute the spiritual dimension of the teaching technology vitality and the dimension of the reality.

关 键 词：有效教学 教学技术 实践智慧 

分 类 号：G424[文化科学—课程与教学论]