转化与发展:从“教学做合一”到“做学教统一”  

Transformation and Development:From Teaching-Learning-Doing Integration to Doing-Learning-Teaching Unity

作　　者：周洪宇[1,2] 曾嘉怡 Zhou Hongyu;Zeng Jiayi

机构地区：[1]华中师范大学教育学院,武汉430079 [2]华中师范大学国家教育治理研究院,武汉430079

出　　处：《课程．教材．教法》2023年第11期50-58,共9页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金“十三五”规划2018年度教育学重大课题“建设教育强国的国际经验与中国路径研究”(VGA180002)。

摘　　要：“教学做合一”是陶行知生活教育学说的方法论和重要命题,也是“做学教统一”的理论基点。受中国传统哲学知行观和杜威实用主义哲学影响的“教学做合一”,既有其强烈的现实针对性和历史合理性,又因时代之故犹有美中不足。从“教学做合一”到“做学教统一”,蕴含着深刻的理论逻辑和问题逻辑。“做学教统一”以马克思主义实践哲学为理论基础,将“做”置于首位,以“统一”取代“合一”,呈现出新的时代含义。Teaching-learning-doing integration is the methodology and important proposition of Tao Xingzhi's life education theory and the theoretical basis of doing-learning-teaching unity.The integration is influenced by Chinese traditional philosophy of knowledge and action and Dewey's pragmatic philosophy of experience.It has strong practical relevance and historical rationality but some shortcomings due to background back then.The transformation has profound theoretical and problem logic The unity is based on Marxist practical philosophy,places doing in the first place and replaces integration with unity,presenting new meaning of time.

关 键 词：陶行知 “教学做合一” “做学教统一” 马克思主义实践哲学 

分 类 号：G42[文化科学—课程与教学论]