作为人文实践的教学及其教学论意义  

Teaching as Humanistic Practice and Its Significance of Teaching Theory

作　　者：熊和平[1] Xiong Heping

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《课程．教材．教法》2024年第3期45-51,共7页Curriculum，Teaching Material and Method

基　　金：国家社科基金“十四五”规划2021年度教育学一般课题“应对高水平大学建设需求的高中拔尖创新生源供给机制研究”(BHAZ10132)。

摘　　要：对教学本质问题的探讨,为教学理论的科学化发展作出过历史贡献。但教学活动不仅具有科学认识的一面,也有人文实践的特性。从人文实践的视角解读教学本质,意味着教学具有理解性、情感性、身体性、境遇性等属性。近50年以来,国内外基于人文实践的教学改革与探索,对于改进课堂教学,关注人的生命价值与身心健康,积累了实践经验。基于此,当代教学论需要在本质与现象、课程与教学、发展与评价、教师与学生等理论范畴上,作出契合人文实践意义上的回答。Exploration of the essence of teaching has made historical contributions to the scientization of teaching theory,but teaching activity has the characteristics of both scientific cognition and humanistic practice.To interpret the essence of teaching from the perspective of humanistic practice means that teaching has the characteristics of understanding,emotionality,corporality and situation.For almost half a century,domestic and foreign teaching reform and exploration based on humanistic practice have accumulated practical experiences for changing classroom teaching and focusing on the value of human life and physical and mental health.Based on this,teaching theory needs to make answers to match humanistic practice in the theoretical categories of essence and phenomenon,curriculum and teaching,development and evaluation,and teacher and student.

关 键 词：教学 人文实践 教学论 

分 类 号：G42[文化科学—课程与教学论]