教学目的健康取向的价值理念与实践逻辑  

Value Ideas and Practical Logic of Health-Oriented Teaching Objectives

作　　者：阳泽[1] 赵宇奇 邓心语 YANG Ze;ZHAO Yuqi;DENG Xinyu(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教师教育学报》2023年第5期42-51,共10页Journal of Teacher Education

基　　金：教育部人文社会科学研究规划基金项目“随班就读学生学校归属感的形成机制及学校适应功能研究”(20YJA880068),项目负责人:阳泽。

摘　　要：教学目的“分数论”已将教学引入歧途,并引发广泛的社会焦虑。教学目的健康取向的提出既是出自“健康中国”愿景和“健康人”育人目标,也是对教学目的“分数论”的纠正。教学去“分数论”成为必然趋势,但依旧面临困境。教学目的健康取向的内在依据与可行性在于:健康论思想的成熟及其对“健康人”形象的重视、教学场域健康与教学的深度关联和协同关系的形成。坚持教学目的健康取向,旨在发挥健康理念对教学的引导功能,使教学沿着培养“健康人”的方向前行;利用健康资本对教学的支撑作用,落实立德树人的根本任务;对教学进行规范,使其朝着健康而非异化的方向发展。教学目的健康取向的价值理念体现为八大形态:坚持“健康至上”的教学信念,注重“增强价值感”的教学目标,强调“量少而质精”的教学内容,激发“希望与效能”型教学动力,采取“具身认知”型教学策略,营造“温馨和谐”的教学氛围,加强“自我调节”的教学监控,重视“动态综合”的教学评价。教学目的健康取向的动力机制在于:反省“自动”、政策启动、督导促动、媒体“鼓动”和技术推动。教学目的健康取向理念向实践转化的行动路径是注重制度化建设和行动研究。The“score-oriented”teaching objective has led teaching astray and triggered widespread social anxiety.The health-oriented teaching objective emerges from the vision of a“Healthy China”and the educational goal of cultivating“Healthy Individuals”,serving as a correction of the score-oriented teaching objective.While moving away from the obsession with scores is an inevitable trend in teaching,it still faces challenges.The reasons and rationale of health-oriented teaching are as follows:the maturity of health ideas and its emphasis on the image of heathy individuals,the close connection between a healthy environment and teaching,and the formation of interrelated teaching bonds and synergies.Health-oriented teaching aims to give full play the directing function of health ideas in teaching,and ensure the education develop towards cultivating healthy individuals.It is a measure to implement the fundamental mission of cultivating both morality and talent with the support of health capital in teaching.Health-oriented teaching includes eight core value concepts:upholding the teaching principle of“health first”,emphasizing the teaching goal of“enhancing values”,prioritizing“quality over quantity”in teaching content,stimulating teaching motivation based on“hope and efficacy”,adopting“embodied cognition”teaching strategies,fostering a“warm and harmonious”teaching atmosphere,strengthening self-regulatory teaching monitoring,and valuing“dynamic integration”in teaching evaluation.The driving mechanism and practical path of the health-oriented teaching objective involve self-reflection,policy initiation,supervision,media encouragement,and technological advancement.The action strategy to turn the health-oriented teaching objective from concept to practice focuses on institutionalization and action research.

关 键 词：教学目的 健康取向 健康人 素质论 分数论 

分 类 号：G40[文化科学—教育学原理]