生成论教学哲学论纲:架构与特征

发布时间：2018-05-10 10:37

本文选题：生成论教学哲学 + 基本论域　；参考：《当代教育与文化》2011年04期

【摘要】：生成论教学哲学孕育于丰厚的中国传统文化土壤和丰富的现当代中外教学哲学思想成果,发端于社会改革与教育进步的历史进程。它倡导对人的存在和教学存在的认识与解释中的发生、生成、进化、历史等一系列理念和意识,以追求教学形态的越迁和人文同构、一体生成为基本宗旨。其基本论域和思想架构,可概括为教学本体论、教学价值论、教学认识论、教学审美观、教学历史观等诸方面的问题和观点。其具有时代特色的理论特征,包括研究宗旨取向于人的终极关怀,研究主题关涉教学的整体存在,方法论思想力求古今融通,研究重点凸显教学存在的基本问题,理论旨趣充盈时代精神气质等方面。
[Abstract]:The generative philosophy of teaching was conceived from the rich soil of Chinese traditional culture and the rich achievements of modern and contemporary Chinese and foreign teaching philosophy, which originated in the historical process of social reform and educational progress. It advocates a series of concepts and consciousness in understanding and explaining the existence of human beings and teaching existence, such as occurrence, generation, evolution, history and so on. Its basic purpose is to pursue the transition of teaching form and the isomorphism of humanism. Its basic scope and ideological framework can be summarized as teaching ontology, teaching value theory, teaching epistemology, teaching aesthetic concept, teaching history view and so on. It has the characteristics of the theory of the times, including the ultimate concern of the research purpose, the overall existence of the teaching concerned with the research theme, the integration of the methodology, the emphasis on the basic problems in teaching. The theory purport fills the age spirit temperament and so on.
【作者单位】：华南师范大学教育科学学院现代教育研究与开发中心;天津师范大学课程与教学研究中心;
【基金】：2009年度教育部人文社会科学研究规划基金项目“教学哲学的发展研究”(09YJA880044)阶段性研究成果
【分类号】：G420

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