新时代普通高中教学改革:目标内涵、角色定位与行动策略——生成论教学哲学的立场  

Objective Connotation,Role Orientation and Action Strategies of High School Teaching Reform in the New Era:The Perspective of Generative Teaching-learning Philosophy

作　　者：杨志刚 张广君[1] 葛海丽 YANG Zhigang;ZHANG Guangjun;GE Haili(School of Education Science,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《当代教育理论与实践》2025年第2期35-40,共6页Theory and Practice of Contemporary Education

基　　金：广东省哲学社会科学规划2021年度项目(GD21CJY04)。

摘　　要：教学改革是新时代普通高中育人方式改革的重要内容。为了推进新时代高中教学改革,首先厘定高中教学改革的目标内涵;再理清高中教学改革与课程改革、评价改革的角色关系;最后基于生成论教学哲学价值论、本体论、认识论及审美观、历史观,提出重塑学生发展观、厘清教学目标,明确整体生成观、走出教学困境,坚持关系进化论、优化教学方式,树立文化历史观、注重教学及人的可持续生成,以及提倡超越审美观、走向教学自由境界等五类整体行动策略,为深化新时代普通高中教学改革实践提供参考。Teaching-learning reform is a crucial component of the educational model reform in high schools.To advance teaching-learning reform in the new era,it is essential to first define the objective connotation of high school teaching-learning reform.Following this,it is necessary to clarify the interrelationships between teaching-learning reform,curriculum reform,and evaluation reform in high schools.Lastly,drawing on the value theory,ontology,epistemology,aesthetic perspective,and historical perspective of Generative Teaching-learning Philosophy(GTP),five holistic action strategies are proposed:reshaping the concept of student development to clarify teaching-learning objectives;clarifying the concept of holistic generation to escape teaching-learning dilemmas;adhering to the theory of relational evolution to optimize teaching-learning methods;establishing a cultural-historical view to focus on the sustainable development of teaching-learning and individuals;and advocating for a transcendent aesthetic concept to move towards the realm of teaching-learning freedom.These strategies aim to provide reference for deepening the practice of teaching-learning reform in high schools in the new era.

关 键 词：新时代 高中教学改革 育人方式 行动策略 生成论教学哲学 

分 类 号：G622[文化科学—教育学]