教学意境的原理与营造——以海德格尔现象学为视角  

The Principle and Creation of Teaching Artistic Conception from the Perspective of Heidegger’s Phenomenology

作　　者：王卫华[1] 钟海燕 WANG Weihua;ZHONG Haiyan(School of Educational Science,Hunan Normal University,Changsha,Hunan,China,410081)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《教育文化论坛》2022年第1期112-118,共7页Tribune of Education Culture

基　　金：2020年湖南师范大学学位与研究生教育改革项目“运用课堂体验提高教学质量的理论与实践模式探索”(20JG05)。

摘　　要：教学需要意境,犹如学生需要意义。意境即意义发生、领悟之境。我国传统道家思想对意境的解释是有无相生,无中生有。但依据海德格尔“朝向……的存在”的现象学理论,教学意境就是给学生提供一个朝向教学目标的回旋、震荡空间,在这个空间中,一切还没有完全实化、固定化,它能够让学生有机会领悟教学的意义。教师要重视教学意境的营造,并注重学生生活世界的充实。Teaching should be magnificently conceived just as students need meaning.Artistic conception is the situation in which meaning will be occurred,comprehended.China’s traditional Taoist thought of the interpretation of artistic conception is the mutual generation of something and nothing,and the creation of something out of nothing.But according to the phenomenological theory Heidegger’s“the existence towards…”,teaching artistic conception provides students with a swing,shock space toward teaching goal.In this space,everything has not fully solidified,immobilized,so students have the opportunity to comprehend the meaning of teaching.Teachers should emphasize the construction of teaching artistic conception and focus on enriching students’life world.

关 键 词：教学 教学意境 意义 现象学 

分 类 号：G420[文化科学—课程与教学论]