教学自由:本体诠释及价值意蕴  

Teaching Freedom:Ontological Interpretation and Value Implications

作　　者：张广君[1] 苏杭 ZHANG Guang-jun;SU Hang(School of Education,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：《西北师大学报（社会科学版）》2022年第3期70-79,共10页Journal of Northwest Normal University(Social Sciences)

基　　金：广东省哲学社会科学规划项目“中国特色教学哲学学科的创新发展研究”(GD21CJY04)。

摘　　要：整体来看,教学理论界对教学自由问题的探讨相对较少,目前存在着概念窄化、研究的系统性不够、本体认识不足等问题,其根本原因在于本体论思维的缺乏。从生成论教学哲学的立场看,教学自由是教学真善美统一的境界,教学之真、善、美的相互关联构成了教学自由的基本结构,相应地具有发展功能、导向功能和折射功能,并表现出关系性、生成性、边界性、价值性和超越性等特征。教学自由具有促进教学关系的持续生成、追求教学存在的共同激发态、彰显教学伦理的向善品性、走向教学存在的审美境界、守望教学存在对人的终极关怀等多方面的价值意蕴。On the whole,there is relatively few discussions on teaching freedom in the field of teaching-learning theory.At present,there exist such problems as the narrow concepts,insufficient systematisms of research and insufficient knowledge of ontology.The fundamental reason lies in the lack of ontological thinking.From the standpoint of generative teaching and learning philosophy,teaching freedom is the unity of the truth,the goodness,and the beauty.The interrelation of truth,goodness and beauty constitutes the basic structure of teaching freedom.Correspondingly,the teaching freedom has the functions of development,guidance and refraction,and shows the characteristics of relationship,generation,boundary,value and transcendence.Teaching freedom has many value implications,such as promoting the continuous generation of teaching and learning relationship,pursuing the common excitation of teachinglearning being,highlighting the good character of teaching and learning ethic,moving towards the aesthetic realm of teaching-learning,and the ultimate concern of teaching and learning for people.

关 键 词：教学自由 教学存在 教学价值 生成论教学哲学 

分 类 号：G40-02[文化科学—教育学原理]