“学会关心”取向的教学价值观研究

发布时间：2018-07-27 11:29

【摘要】： “学会关心”取向的教学价值观研究旨趣在于突破长期以来学术界把“学会关心”定位为一种德育模式的基调,作为德育的“势力范围”和审视对象,摆放于德育的思维逻辑和言说方式的境遇之中,而是自觉地把“学会关心”定位为一种教学价值观的论断,使得它的运行转移到教学价值论的轨道之中来。这既兼顾了德育关照的范围,又提升了它的审视角度和逻辑定位。处于教学价值论视域中的“学会关心”是一种教学价值观的存在。“学会关心”作为一种教学价值观,有它的存在来源、思维主张、理论命题、言说方式和行走路线。本研究以哲学价值论作为分析问题的起点,用教学价值论和教学伦理学作为分析和解决问题的两种重要动力,来揭示“学会关心”取向的教学价值观的形成、诉求、构建和实现。受“工具理性”和“功利主义”的控制和影响,获取知识取向的教学价值观一度成为浸透学校教育教学时空中占主导地位和染有“霸主”性质的教学价值观。这种教学价值观牵制和控制着当前学校中的整个教学活动,尤其是教学目的观、教学内容观、师生关系观和教学评价观等方面。具体说来,教学目的观定位为“知识人”的追求;教学内容观演变成“教材化”的定格;师生关系观堕落为“主体一客体”式的存在;教学评价观走向了“单向度”的操作。这种教学价值观下的学校教学活动已经暴露出多样异化和种种危机,使得课堂教学功利化、控制化和技术化局面的显现,导致教师在教育世界中迷信知识、目中无人,话语霸权、对话缺失,责任淡薄、关心式微,学生也走向了精神的“萎靡”和关心的“失落”境遇之中。教学是培养人的活动,是使人成“人”的实践。然而,受当前教学价值观的影响,教学失去了应有的责任和忘记了教化的使命,使得人变得功利、无情与冷漠,人与自我之间、人与人之间、人与社会之间、人与自然之间走向对象化、驶入“主客体”式的在世结构中,而不是和谐统一、共生共长和“万物一体”的在世结构中。于是人越来越走向自我禁锢、越来越失去自由和幸福,人和万物处于危机之中对自由和幸福追求的人性本能使得人类对其习惯的价值观作出自我检讨、修正,并呼唤另一种范式的价值观。“学会关心”取向的教学价值观形成就是在这种历史背景下形成的。大体说来,“学会关心”取向的教学价值观形成受世界范围内的“学会关心”理念的召唤。它的理论基础主要为人类思想史中的“万物一体”哲学、“生存论”哲学、“人本主义”心理学。它形成的条件在于教育中的关心能够满足学生的整体生命成长的需要,即关心与学生身体的成长、关心与学生理性的成长和关心与学生非理性的成长。除此之外,教学具有关心的可能品性也是重要其形成的重要条件之一。 “学会关心”取向的教学价值观的形成并不是“空穴来风”,而是带着使命而来。这就表现为“学会关心”取向的教学价值观的诉求问题。在本研究中,笔者认为,这种诉求主要体现为敬畏学生生命,具体表现为重视身体、保护身体,崇尚理性、塑造理性,呵护非理性、培育非理性;崇尚人文关怀,具体显现为守望“尊重”、怀抱“理解”和走向“承认”;塑造健全人格,具体体现为教学要营造学生求“真”、向“善”、趋“美”条件和氛围。学生关心品质和健全人格的形成,依赖于教师在教学过程中秉承这些信念和追求,以关心的氛围培育关心的品质。学生要“学会关心”,首先教学活动就必须充盈关心理念。这就必然要求影响教学活动的规范和行为的当期教学价值观自觉地进行反思和构建。本研究以教学活动的基本构成部分教学目的、教学内容、师生关系和教学评价作为分析框架来进行当前教学价值观的反思和构建,促进学生“学会关心”,促进其关心品质的形成。这体现为教学目的观从只重视知识,到学生身体、理性和非理性相统一的整体关照;教学内容观从“教材化”的格调中,迈上“预设”与“生成”的相结合的大道中去;师生关系观从“主体一客体”的在世结构到“主体间性”的在世结构;教学评价观从“单向度”的操作到“差异性”和“多元性”运作思路中。基于这样的教学价值观的变革和构建,才能够使得教学活动的基本元素有了关心的成分,才有利于学生生命整体的成长,形成其积极的情感和关心品质。 “学会关心”取向的教学价值观的构建对于学生关心品质的形成是重要的。但是,教学要有效地、真正地促进学生关心品质的形成还必须依赖一定角度和方法的具体教学操作。在本研究中,笔者以教学主体为起点,构建出促进学生“学会关心”的教学操作,即教师层面的“教育爱”和学生角度的“践行关心”。研究表明,教师的教育爱对于学生关心品质的形成具有重要的作用。没有爱的教育,也就没有学生的“爱”的形成。另外,在教育有意识、有目的的设计下,让学生去践行关心,关心自我、关心他人、关心动植物与地球、关心人类创造的物质世界,这也是形成学生关心品质的重要路径。不过需要注意的是,在践行关心过程中,学生不要为了关心而关心,而要在教师的帮助下,形成理性的“关心”观。同时,学校也要自觉地建立践行关心活动的机制和规范。
[Abstract]:The aim of teaching values of "learning to care" is to break through the long term as the keynote of a moral education model in the academic circle, as the "sphere of influence" and the subject of moral education. It is placed in the circumstances of the logic of thinking and the way of speaking in moral education, but consciously Orientations "learning to care". The argument of a kind of teaching value makes its operation transferred to the orbit of teaching value theory. It not only takes into account the scope of moral education, but also improves its perspective and logical orientation. "Learning care" in the view of teaching value is a kind of teaching value. "Learning to care" is a kind of teaching. Values are the origin of its existence, the idea of thinking, the proposition of theory, the way of speaking and the route of walking. This study takes the philosophical axiology as the starting point of the analysis, and uses the theory of teaching value and teaching ethics as the two important motive forces to analyze and solve the problems, to reveal the formation, the appeal and the construction of the teaching values of the "concern of the learning society". Construction and implementation.
Under the control and influence of "instrumental rationality" and "utilitarianism", the teaching values of acquiring knowledge orientation have become the dominant and dominant teaching values in the time and space of school education and teaching. This teaching value holds and controls the whole teaching activities in the school, especially the teaching order. The concept of teaching content, the concept of teacher-student relationship and the concept of teaching evaluation, and so on. Specifically, the view of teaching aims as the pursuit of "knowledge man"; the concept of teaching content is transformed into a "textbook"; the concept of teacher-student relationship is degraded to "subject and one object"; teaching evaluation has gone to "one way" operation. This teaching price is a teaching price. The school teaching activities under the value view have exposed various dissimilation and various crises, which make the classroom teaching utilitarian, control and technical situation appear, which lead to the teachers' superstition of knowledge, no one, the hegemony of discourse, the lack of dialogue, the weak responsibility and the concern of the students in the education world. In the "lost" situation, teaching is the activity of cultivating people and the practice of making people become "human". However, influenced by the current teaching values, teaching has lost the responsibility and the mission of forgetting the enlightenment, making people become utilitarian, merciless and indifference, between man and self, between man and man, between man and society, between man and nature. Objectification, moving into the living structure of the "main object", not the harmonious unity, the symbiotic long and the "one in one" in the world structure. Thus, people are becoming more and more self imprisoned, more and more lost freedom and happiness, people and all things are in crisis.
The human instinct of pursuit of freedom and happiness makes human self review, correct and call for the values of another paradigm. The formation of the teaching values of "learning to care" is formed in this historical background. In general, the teaching values of "learning to care" are formed by the world model. Its theoretical basis is mainly the philosophy of "all things" in the history of human thought, the philosophy of "Existentialism", and the psychology of humanism. The condition of its formation is that the care in education can satisfy the needs of the whole life of the students, that is, the concern and the growth of the student's body, and the concern of the students. With the rational growth and concern of students and the irrational growth of students, besides, teaching has the quality of caring, which is also one of the important conditions for its formation.
The formation of the teaching values of "learning to care" is not a "empty hole", but with a mission. This is the appeal of the teaching values of "learning to care". In this study, the author believes that this appeal is mainly reflected in the awe of the students' life, and the specific expression is to attach importance to the body, to protect the body, and to advocate it. Reason, reason shaping, non rational care, nurturing irrationality, advocating humanistic care, concretely showing "respect", holding "understanding" and "recognition", and shaping a sound personality, which is embodied in teaching to create students' "truth", "good", "beauty" and atmosphere. Students are concerned about the formation of quality and sound personality. It depends on Teachers' beliefs and pursuits in the process of teaching and cultivating the quality of care with an atmosphere of concern.
The students must "learn to care", first of all, the teaching activities must be filled with the idea of concern. This requires self-conscious reflection and construction of the current teaching values that affect the norms and behavior of teaching activities. This study takes the basic components of teaching activities as the teaching purpose, the teaching internal capacity, the teacher-student relationship and the teaching evaluation as the analytical framework. To carry out the reflection and construction of the current teaching values, to promote the students to "learn to care" and to promote the formation of their caring qualities. This is reflected in the view of teaching aims from the emphasis on knowledge, to the body of the students, to the unity of reason and irrationality, and to the "Presupposition" and "generation" in the view of teaching content from the tone of "textbook". The concept of the relationship between teachers and students from the living structure of "subject one object" to "intersubjectivity" in the world structure; teaching evaluation view from "one way" operation to "difference" and "pluralism". Based on the reform and construction of such teaching values, the basic elements of teaching activities can be made. Because of the elements of concern, it is conducive to the growth of students' overall life and the formation of their positive emotions and caring qualities.
The construction of the teaching values of "learning to care" is important for the students to be concerned about the formation of quality. However, it is necessary to effectively promote the formation of the quality of the students to be concerned with the specific teaching operation of a certain angle and method. In this study, the author takes the subject of teaching as the starting point to build a student "to learn". The study shows that the teacher's educational love plays an important role in the formation of the quality of the students. Without the education of love, there is no student's "love" formation. In addition, under the conscious and purposeful design of education, we can learn to learn. It is also an important way for students to care for their own interests, care for themselves, care for others, care for animals and plants and the earth, and care for the material world created by human beings. This is also an important path for students to care for their quality. However, it is important to note that in the process of caring and caring, students should not care about it, but with the help of the teachers, a rational "care" view is formed. Schools should also consciously establish mechanisms and norms for practicing caring activities.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G420

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