反思·重塑·超越:核心素养时代教学文化的整体变革  

Reflection,Reconstruction and Transcendence:The Overall Reform of Teaching Culture in the Era of Core Literacy

作　　者：梁梅青 张广君[1] LIANG Mei-qing;ZHANG Guang-jun(School of Education,South China Normal University,Guangzhou,Guangdong,510631,PRC)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《当代教育与文化》2024年第2期67-73,106,共8页Contemporary Education and Culture

基　　金：教育部2022年度人文社会科学研究一般项目“AI时代教师技术责任的伦理审视与分担机制研究”(22YJC880004);广东省哲学社会科学规划2021年度一般项目“生成论视域下人工智能知识迭代效应与教学创新机制研究”(GD21CJY09)。

摘　　要：面对核心素养导向的教学改革,教师亟待超越以功利性-工具理性价值取向、单一主体性思想观念和抽象-客观性认知图式为典型特征的教学文化。生成论教学哲学“人文化成”的教学观以“人文-价值理性”为价值取向、“主体-异质性”为思想观念和“情境-实践性”为认知图式,重塑“教学体系与文化理解相融合”的教学文化。在教学实践中,新的教学文化通过“教学回归生活立场”“赋予教学相长新样态”和“创设学科实践情境”,为推进核心素养导向的教学改革提供路径指引。In the face of core literacy-oriented teaching reform,teachers urgently need to go beyond the teaching culture pattern characterized by utilitarian-instrumental rational value orientation,single subjective ideology and abstract-objective cognitive schema.The Generative Teaching Philosophy s teaching concept of“human culture”takes“humanity-value rationality”as the value orientation,“subject-heterogeneity”as the ideological concept and“situation-practicality”as the cognitive schema,and reshapes the teaching culture of“integration of teaching system and cultural understanding”.In teaching practice,the new teaching culture provides path guidance for promoting core literacy-oriented teaching reform through“teaching returns to life position”,“giving teaching a new look”and“creating subject practice situation”.

关 键 词：教学文化 整体变革 生成论教学哲学 

分 类 号：G420[文化科学—课程与教学论]