教师教学价值意识:意涵、困境与路径  

Teachers’Value Consciousness of Teaching-Learning:Its Connotation,Dilemma and Path

作　　者：苏杭 Su Hang(Changzhi University)

机构地区：[1]长治学院教育系

出　　处：《当代教育科学》2023年第8期43-51,共9页Contemporary Education Sciences

摘　　要：教学价值意识对教学行动具有定向与调节等作用。教师教学价值意识指教师头脑中对教学存在满足学生全面发展需要的可能性的反映,包含发生之维的潜在与显在教学价值意识,发展之维的正向与负向教学价值意识,存在之维的观念与实践教学价值意识。基于生成论教学哲学的理论立场,为走出教师教学价值意识的潜在主导与显在缺失、负向实存与正向淡漠、行偏于知与知偏于行等现实困境,教师应当形成教学价值态度,提升教学价值自觉;明确教学价值立场,彰显教学价值理性;提升教学价值敏感性,深化教学价值理解,以促使教师教学价值意识向着显在、正向且知行合一的应然形态发展。The value consciousness of teaching-learning plays an important role in orientation and regulation of teaching-learning action.Teachers’value consciousness of teaching-learning is the reflection of the possibility of teaching-learning being to meet the needs of students’overall development,and contains potential and visible value consciousness in the dimension of occurrence,the positive and negative value consciousness in the dimension of development,and the conceptional and practical value consciousness in the dimension of existence.Under the perspective of the Generative Teaching-learning Philosophy(GTP),in order to get out of the realistic dilemma of potential guiding and the obvious lack of teaching-learning value consciousness,the negative existing and positive indifferentces as well as the action that is partial to knowledge and the knowledge that is partial to action,the teachers should form their teaching-learning value attitude and enhance teaching-learning value consciousness;make clear the teaching-learning value standpoint,highlight the teaching-learning value rationality;enhance the sensitivity of teaching-learning value and deepen the understanding of teaching-learning value,so as to promote the development of teachers’value consciousness of teaching-learning towards the obvious,positive and integrative form of uniting the knowledge and action.

关 键 词：价值意识 教师 教学存在 生成论教学哲学 

分 类 号：G451[文化科学—教育学]