教学认识中的另一半:非理性认识的思考  

The Other Hand of Teaching Epistemology:Thoughts of Irrational Epistemology

作　　者：杨晓[1] 

机构地区：[1]山西师范大学山西基础教育质量提升协同创新中心,临汾041000

出　　处：《课程．教材．教法》2017年第2期33-39,共7页Curriculum，Teaching Material and Method

基　　金：山西基础教育质量提升协同创新中心项目(XTA1601)

摘　　要：教学改革的关键是教学哲学的变革,即变革过于注重知识对人发展具有优先性的理性认识,重新理解教学认识论中的另一半——非理性认识,以丰富、拓展对教学本质的认识。非理性教学认识是通过非逻辑思维形式进行思维活动的诗性认识方式,是对机械、功利的理性教学认识的批判与反思,与理性教学认识呈互补共生的辩证发展关系。非理性教学认识具有意欲性、知觉性、情感性和意志性,从知觉教学、情境教学、理解教学成就非理性教学认识,以落实课程与教学改革的精神,提高教学质量。The reformation in teaching philosophy is the key of teaching reform. The approach to reform the situation that pays much attention to knowledge on human development with priority of rational teaching epistemology lies in understanding the other hand of teaching epistemology-irrational epistemology, to enrich and widen the understanding of the nature of teaching. Irrational epistemology is a kind of poetic wisdom which thinks by illogically thinking style and it is not only the reflection and critique of mechanical, utilitarian rational teaching epidemiology, but the dialectic complementary relationship with rational teaching epistemology. And it owns the characteristics of conation, consciousness, emotion and volition. We can achieve the development of irrational epistemology by consciousness teaching, situated instruction and comprehension teaching, and implement the requirement and principle of curriculum and teaching reform to improve the quality of teaching.

关 键 词：教学哲学 教学认识论 非理性认识 理性认识 教学本质 

分 类 号：G42[文化科学—课程与教学论]