让“教学育人”成为素质教育的新常态  

Deflection and Transcendence of “Education by Imparting Knowledge”

作　　者：张建桥[1] Zhang Jianqiao(School of Teacher Education, Shaoxing University, Shaoxing, Zhejiang 312000)

机构地区：[1]绍兴文理学院教师教育学院,浙江绍兴312000

出　　处：《绍兴文理学院学报》2017年第10期26-31,共6页Journal of Shaoxing University

基　　金：浙江省哲学社会科学规划项目"‘适应’;‘超越’抑或‘回归’:学校德育与社会生活的关系研究"(16NDJC116YB)

摘　　要："教书育人"是一个打上了时代烙印并且充满本土气息的教育信条。它重视教书对于育人的价值,但也只是强调通过教书来育人,陷入了知识本位和传递本位的误区。实施素质教育的基本途径不是教书,而是教学,"教学育人"是素质教育的必然要求。全面深化课程改革,进一步推进素质教育,需要超越单一封闭的教书育人,走向开放多元的教学育人。这将涉及从观念到理论,再到行动等整个系统的转换和更新。The concept of ＂education by imparting knowledge＂ is a pedagogical creed with a time stamp and local flavor. The concept only emphasizes educating people by imparting knowledge and ignores the diversity of ways by which teachers educate students and therefore fall into knowledge-based and delivery-based error. The basic way of quality education is education re- quired of quality education instead of imparting knowledge. Advancing the primary curriculum reform and further promoting the quality education need to move beyond the status of ＂education by imparting knowledge＂ to the ideal of ＂education by instruc- tion＂. This will involve the conversion of the whole system including the concept, theory and action.

关 键 词：教书育人 教学育人 新常态 

分 类 号：G451.6[文化科学—教育学]