深度教学迈向生命意涵的必然性转向——基于柏格森的生命哲学视角  

An Inevitable Transformation from Teachers’Deep Teaching to Students’Value of Life:A Perspective of Bergson’s Philosophy of Life

作　　者：赵志纯[1] 陈昌 ZHAO Zhichun;CHEN Chang(School of Education,Jiangxi Normal University,Nanchang 330022,China)

机构地区：[1]江西师范大学教育学院,江西南昌330022

出　　处：《宁波大学学报（教育科学版）》2023年第4期25-33,共9页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学一般课题“改革开放40年来我国教育学术影响力的大数据实证研究”(BGA180054)。

摘　　要：深度学习是指向学生生命本质的学习,其目的是让学生在学习过程中获得生命成长。深度学习的现实性生成,需要在教师与学生互动的课堂和生活场域实践中方能实现。深度教学是促成深度学习的根本动因,其最终指向在于唤醒学生的生命萌动,因此深度教学要立足生命视角去引导学生深度学习。作为生命哲学的集大成者,柏格森独特的生命哲学理论体系,不仅为我们深入挖掘深度教学所潜涵的生命价值提供重要的认识框架,而且也为教师课堂教学实践的生命转向提供了新的认识视角和切口,使教师站在生命的立场,遵循生命内在发展所具有的绵延性和创造性,实施深度教学、引领深度学习、激发生命潜能和创造生命价值。Deep learning refers to the acquisition of the essence of students’life for the purpose of fostering students’life growth in the learning process.The reality generation of deep learning needs to be realized in class and life field where teachers and students interact.Deep learning needs to be motivated in deep teaching with its ultimate goal to awaken students’life sprouts as a guide to students’study in the perspective of life.Bergson’s unique theoretical system of philosophy of life provides an important cognitive framework for exploring the veiled value of life in deep teaching,and a new cognitive perspective for teachers’classroom teaching practice.This perspective enables teachers to implement deep teaching from the standpoint of life,follow the duration and creativity of the intrinsic development of life for deep learning,inspire life potentials and create life value.

关 键 词：生命 深度教学 柏格森 生命哲学 

分 类 号：G40-01[文化科学—教育学原理]