学校育人的“感性意识”基础及实践路向  

The Foundation and Practical Direction of“Perceptual Awareness”of School Education

作　　者：田夏彪 Tian Xiabiao(College of Teacher Education,Dali University,Dali 671003,Yunnan,China)

机构地区：[1]大理大学教师教育学院,云南大理671003

出　　处：《学术探索》2023年第8期133-140,共8页Academic Exploration

基　　金：国家社科基金(20BMZ069)。

摘　　要：学校育人是具体、全面和个性化的,为避免其走向抽象化的存在,须把“感性意识”作为培养学生身心发展的基础,从育人主体、育人内容、育人方法上凸显实践性。从育人主体来看,师生之间是对象性的交往存在,他们通过对话交流而在“观看中”超越自我;通过自省激励而在“共学”中丰富个性。从育人内容来看,课程构建和实施要呈现生活性交往敞开,通过综合劳动课程让学生在参与体验中育身心自由;通过学科融合课程让学生在现象直观中育创新精神;从育人方法来看,教学要注重意味性交往开启,通过情景创设让知识教学走进有余韵的本源世界;通过问题悬置让自然探索走进历史科学,从而让学生的人性潜能在自由发展中绽放出多元丰富的人生和世界意义。School education is concrete,comprehensive and personalized.In order to avoid being abstract,we must take“perceptual awareness”as the basis for cultivating students'physical and mental development,and highlight practicality from the perspective of education subject,content and method.From the perspective of the subject,the interaction between teachers and students is an object-oriented existence,through dialogue and communication to surpass themselves,through self-examination and motivation in“co-learning”to enrich personality;From the perspective of the content,the curricular construction and implementation should present an open interaction,through comprehensive labor courses to cultivate students'physical and mental freedom,through the integration of subject courses to cultivate innovative spirit in intuitive phenomena;From the perspective of the method,teaching should focus on the meaningful interactions,through situational teaching method to let knowledge teaching enter the original world,through suspending questions to let natural exploration come to historical science,and students'potential can blossom,thus achieving diverse and rich life meanings.

关 键 词：学校育人 感性意识 师生 课程 教学 

分 类 号：G410[文化科学—教育学]