生命化教学的理论构建与实践样态  

On the Theoretical Construction and Practice Forms of Life-based Teaching

作　　者：陈旭远[1] 孟丽波[1] 

机构地区：[1]东北师范大学教育科学学院

出　　处：《教育研究》2004年第4期69-72,共4页Educational Research

摘　　要：生命化教学所追求的是人的生命的完整,即人格心灵的完整、个性的发展和情感的满足。生命化教学是教师与学生以生命发展为基础,通过对生活世界的关注,使学生得到情感体验、人格提升、个性张扬,同时使教师的职业生命活力得以焕发,师生生命在交往互动、共同经历中不断发展的过程。它具有生命的体验性、教学的交往互动性和生成性。在生命化教学中,以生活世界为根基,师生共同促使书本知识成为生成性的知识,师生形成健康的情感和人格,师生、生生之间多向和谐交往,师生生命共同经历成长。Life-emphasized teaching seeks the completeness of human life, i. e. the perfection of mental dignity, development of personality and satisfaction of emotion and interest. In the process of life-emphasized teaching, students experience emotions, heighten dignity and develop personality, while the teacher vitalizes professional capacity. Obviously, such process is featured by life experience, interactive teaching and continuous generation. On the basis of life world, both the teacher and students make joint efforts to turn book knowledge into generative knowledge, develop their healthy emotions and dignity and achieve harmonious communication and growth.

关 键 词：生命化教学 人文主义教育 教育研究 本质特征 情感体验 课堂教学 

分 类 号：G420[文化科学—课程与教学论]