消极教学自由及其积极价值

发布时间：2017-12-31 00:33

本文关键词：消极教学自由及其积极价值　出处：《中国教育学刊》2012年10期 　论文类型：期刊论文

【摘要】：消极教学自由是指教师在教学中的最少强制状态,是一种"除规则禁止以外都许可"的自由。积极教学自由是教师进行正确教学的自由,是自我实现的自由,是"除规则许可以外都禁止"的自由。和积极教学自由相比,消极教学自由具有基础性,因为它不存在戕害自由的危险,是积极自由的条件,比积极自由更有价值,也更接近全称的自由。消极教学自由的积极价值主要体现在四个方面:确证教师作为人的存在,确保教学活动的合理性,为教学创造提供可能,有助于学生的个性发展。
[Abstract]:The negative teaching freedom refers to the minimum compulsory state of the teacher in teaching, and is a kind of freedom to permit except the rule prohibition. The active teaching freedom is the teacher's freedom to carry on the correct teaching, is the self-actualization freedom. Compared with the active teaching freedom, the passive teaching freedom is fundamental, because it does not have the danger of harming the freedom, is the condition of the positive freedom. The positive value of negative teaching freedom is mainly reflected in four aspects: confirming the existence of teachers as human beings and ensuring the rationality of teaching activities. Offer the possibility for teaching creation, help student's personality development.
【作者单位】：华中师范大学教育学院;
【分类号】：G422
【正文快照】： 英国著名思想家以塞亚·柏林(I.Berlin)阐述了“消极自由”(negative liberty)的观念,并将其与“积极自由”(positive liberty)作了区分,由此引发人们对自由旷日持久的争论与思考。受柏林等人的启发,本文将教学自由分为“消极”与“积极”两类,并着重讨论消极教学自由及其积

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