生成论教学哲学:内涵、特征与路径选择  

The Generative Teaching-learning Philosophy:Connotation,Features and Pathway

作　　者：曾瑶 宋文文 ZENG Yao;SONG Wen-wen(School of Education Science,South China Normal University,Guangzhou,Guangdong,510631,PRC)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《当代教育与文化》2018年第5期80-87,共8页Contemporary Education and Culture

摘　　要：生成论教学哲学经过近30年的研究发展,在教学本体论、教学价值论、教学认识论、教学审美观和教学历史观等领域,形成以对成交往观、人文化成观、关系进化论、超越审美观和文化历史观为核心的基本论域和教学哲学理论体系,具有较强的内在逻辑一致性和现实合理性,丰富了教学论的理论研究,推进了教学哲学领域的理论发展。其当前及后续研究,面临着概念阐释的系统深化、理论思维具象化、研究共同体建设等多方面的问题和任务。After nearly 30 years of development,the Generative Teaching-learning Philosophy has become a fundamental theory and a system of teaching philosophycomposed ofthe ontology,value theory,epistemology,aesthetics,and historical view of teaching,the core of which is the views ofpair-interaction,humanistic transformation,relationship evolution,transcendental aethetics and cultural history.With its strong internal logical consistency and realistic rationality,it has enriched the theoretical research of teaching-learning theory and promoted the theoretical development in the field of teaching-learning philosophy.Its current and futuredevelopment is facing such tasks as further deepening its conceptual interpretation,making abstract theoretical thinking concrete,and constructing research community.

关 键 词：生成论教学哲学 教学本体论 教学价值论 教学认识论 教学审美观 教学历史观 

分 类 号：G42[文化科学—课程与教学论] G40-02[文化科学—教育学]