试论传统本土教学论的建构方法

发布时间：2018-04-12 06:32

本文选题：本土教学论 + 实践思维　；参考：《教育科学》2015年05期

【摘要】：中国传统本土教学论的发展是以儒学教学思想为主线的流变过程,在这种流变过程中逐渐沉淀出自身独特的构建方法——实践体验法,一种与西方偏重理性十分不同的方法:其一,坚持以教学实践的异质逻辑为中心以回答"教学如何更好地进行?"的实践问题,而非以同质的理论逻辑为中心以回答"教学是什么"的理论问题;其二,坚持以日常教学生活经验总结方式,而非以实验验证方式来建构自身,因而表现为整体探究的而非变量控制的,体验反思的而非假设检验的,描述的而非定量分析的,主客交融的而非主客分离的;其三,坚持以切实体验而非纯粹理性思辨的方式构建自身,因而表现为直觉体认的而非逻辑分析的,意象的而非纯粹抽象的;其四,坚持以实用理性而非空泛的先验理性构建自身,因而表现为入世的而非出世的,历史延续的而非历史断裂的。
[Abstract]:The development of Chinese traditional indigenous teaching theory is a process of evolution with Confucianism teaching thought as the main line. In this process, its own unique construction method, the practice experience method, is gradually precipitated.One way is very different from the western emphasis on reason: first, insist on taking the heterogeneous logic of teaching practice as the center to answer "how can teaching be carried out better?"Instead of taking homogenous theoretical logic as the center to answer the theoretical question of "what is teaching"; second, to adhere to the way of summing up experience in daily teaching life, rather than using the method of experimental verification to construct oneself.Thus, it is expressed as the whole inquiry, not the variable control, the experience reflection rather than the hypothesis test, the description but not the quantitative analysis, the subject and the object blending instead of the subject and the object separating; third,Insisting on constructing oneself in the way of practical experience rather than pure rational speculation, thus expressing itself as intuitionistic rather than logical analysis, imagery rather than pure abstract; fourthly, insisting on constructing oneself with practical rationality rather than general transcendental reason,Therefore, the performance of WTO rather than birth, historical continuity rather than history break.
【作者单位】：渤海大学教育学院;
【分类号】：G420

【参考文献】