教育性新解及其回归教学的路径  

The New Interpretation of Educational Nature and the Method to Regress the Classroom Teaching

作　　者：唐露萍[1] 肖川[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育理论与实践》2016年第4期8-11,共4页Theory and Practice of Education

基　　金：贵州省教育改革发展研究十大招标课题<贵州省地方本科院校转型发展的理论与实践研究>(课题编号:2014ZD008)的阶段性研究成果

摘　　要：教育性的"育人"内涵在伴随生命个体成长的课堂中,其意义逐渐发生变化,从单纯的思想道德的教育延伸扩展到全面发展的深刻内涵。关注个体生命的全面发展既是教育性的新解,也是教育性回归教学的应然路径,即关注个体的自然生命、社会生命和精神生命,让学习者在课堂教学中获得全方位的发展,实现教育性的回归。In the class of accompanying individual life growth,the ＂educating＂ meaning of educational nature changes gradually,extending from ideological and moral education to the profound connotation of all-round development. It is both new interpretation for and the inevitable return path to teaching of educational nature to pay attention to the all-round development of individual life,i.e. ,paying attention to natural life, social life and spiritual life of in- dividuals, making learners achieve all-round development during classroom teaching ,and realizing the educational regression.

关 键 词：教学 教育性 自然生命 社会生命 精神生命 全面发展 关注生命 

分 类 号：G40-011[文化科学—教育学原理]