关怀教学内涵引论  

An Introduction to the Connotation of Care-Education

作　　者：陶蕾[1] 龚孟伟[2,3] 

机构地区：[1]淮南师范学院图书馆,安徽淮南232038 [2]淮南师范学院文化创意与传播学院,安徽淮南232038 [3]南京师范大学教育科学学院,江苏南京210097

出　　处：《安康学院学报》2016年第4期103-108,共6页Journal of Ankang University

基　　金：全国教育科学规划教育部课题"新诗教对小学生语文素养形成的理论与实践研究"(FHB050605);全国教育科学规划教育部重点课题"教师身份认同与教学质量提升研究"(DIA140292)

摘　　要：教育是漫步人类心灵的社会实践活动,成功的教育离不开关怀教学。关怀教学是以关怀伦理为基础,兼容情感和理性,以平等、理解、尊重、责任和爱为价值导向,在教学中以人为本,有效促进教学主体间相互关怀关系的建构,从而培养学生完善的个性和关怀的能力,以追求共同发展为旨归的一种教学形态。秉持这种德性实践的关怀教学,才能使课堂洋溢生命的活力,才能在教学的"至善关系"中结出教学的"至善之果"。Education is a kind of social practice walking heart of human, successful education cannot do without care instruction. Care in- struction is a new teaching pattern which is based on the ethics of care, and compatible with emotion and reason, and equality, understanding, respect, responsibility and love are its value guide, in the process of teaching, it can carry out people-orientation and pro-mote teaching subjects to build each other care relationship, so as to cultivate the students＇ perfect personality and caring ability, and so that teachers and students have common development. If we uphold the care instruction based on the moral practice, that can make the classroom full of life vitality, and produce good results in good teaching relations.

关 键 词：关怀教学 教学形态 内涵 

分 类 号：G42[文化科学—课程与教学论]