教学活动的道德意涵探析  

New Study onthe Moral Meaning of Teaching Activities

作　　者：涂江波 熊艳梅 TU Jiang-bo;XIONG Yan-mei(School of Marxism,Yangtze University,Jingzhou 434023,China)

机构地区：[1]长江大学马克思主义学院,湖北荆州434023

出　　处：《集美大学学报（教育科学版）》2021年第4期20-26,共7页Journal of Jimei University：Education Science Edition

基　　金：湖北省教育厅人文社会科学研究重大项目“大学生幸福教育研究”(16ZD061)。

摘　　要：教学活动不只是一种承载工具理性的实践活动。人们往往只注意到教学活动的科学合理性,而忽视了其道德合理性。这种对教学活动的偏颇认识,使教学改革难以深化,跛足而行,也导致实践中普遍缺乏合道德教学的自觉追求。合道德的教学活动必须在价值目标的选择与传递价值目标的方式上都是道德的,同时满足发展性、交往性与自主性等原则要求。从伦理学角度理解教学活动的本质意涵,把合道德性作为教学活动的存在本性,并落实到现实教学实践活动中,是扭转教学异化的必然出路,是推动教学改革的必要规约,也是达成理想教学的必备条件。Teaching activities are not just a kind of practice carrying instrumental rationality.In the past,we only paid attention to the scientific rationality of teaching activities and neglected their moral rationality.This biased understanding of teaching activities makes teaching reform lame and difficult to deepen,resulting in a general lack of conscious pursuit of moral teaching in practice.Moral teaching activities must be moral in the choice of value objectives and the way in which value objectives are transmitted.They should meet the principle requirements of development,communication and autonomy at the same time.Understanding the essential meaning of teaching activities from the perspective of ethics,taking morality as the existence nature of teaching activities and implementing them into real teaching practice is the inevitable way to reverse the alienation of teaching,the necessary stipulation to promote teaching reform and the necessary condition to achieve ideal teaching.

关 键 词：教学活动 教学改革 教学异化 科学合理性 道德合理性 

分 类 号：G420[文化科学—课程与教学论]