教学的概念考察与重塑

发布时间：2018-05-03 15:10

  本文选题：教 + 先秦之学　； 参考：《教育研究》2017年10期

【摘要】：教学的概念考察是一种意义的澄清。中华文明初期,"教"孕育了以家庭伦理为核心的中华教育传统。先秦儒家的"教"主要是"教化"指道德教育,"学"是在日常生活中修养品德,言学即言德。在近代,古代教化之"教"变成"教育",在学校教育话语系统中出现"教授",后为"教学"取代,反映出重视学生的现代观念。如今"学"窄化为知识之"学习",教学概念虽强调了教和学不可分的事实,但对学生掌握知识过程中养成品德,对教师感受职业生活的意义,却是"贫瘠不育"的。基于此,带有情感的教学概念得以重塑,即教学是我们教师基于对学生的关切,引导学生以积极的情绪和态度投入学习,促进学生体悟有目标的、取得进步的学习生活,感受和追求教师职业生活意义的实践。这有助于我们教师有质感地理解教书育人、教育与自我教育,以及自身教学生活的意义。
[Abstract]:The concept of teaching is a clarification of meaning. In the early days of Chinese civilization, "education" gave birth to the Chinese educational tradition with family ethics as the core. Pre-Qin Confucian "education" mainly refers to moral education, "learning" is to cultivate moral character in daily life. In modern times, "teaching" in ancient times became "education", "professor" appeared in school education discourse system, and then "teaching" replaced "teaching", which reflected the modern concept of attaching importance to students. Although the teaching concept emphasizes the fact that teaching and learning cannot be separated, it is "barren and sterile" for students to develop moral character in the process of mastering knowledge and for teachers to feel the meaning of professional life. Based on this, the concept of teaching with emotion has been reshaped, that is, teaching is that we teachers, based on the concern of the students, guide the students to study with positive emotion and attitude, and promote students to realize the goal and make progress in their study life. The practice of feeling and pursuing the meaning of teachers' professional life. This helps teachers understand the significance of teaching, education and self-education, as well as their own teaching life.
【作者单位】： 沈阳师范大学教育科学学院;
【基金】：国家社科基金“十二五”规划2015年度教育学一般课题“当代中国特色教学实践的理论建构研究”(课题批准号:BBA150020)的阶段性研究成果
【分类号】：G42
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本文编号：1838992