摘要
课堂教学以现成的知识为中介,采取"教师—知识—学生"的逻辑结构展开。其前提性假设是:学生掌握知识以后就可以成为像知识创造者那样的人或者成为一个用知识去改变生活的人。但在实际的课堂教学中,单向度的灌输、无意义的呈现、机械化的训练等强迫性的教学无处不在。这些课堂行为不能被称为真正意义上的教学行为,因为真正的教学具有生成性。教学在时间上具有共时性、在空间上具有一体性,这就意味着教学活动是生成的而非铸成的。教学的本质就在于生成,没有生成,教学的前提性假设就会落空,而生活世界就是教学的生成之域。
Teaching is a main form of education. Teaching uses ready-made knowledge as an intermedium and takes a formation of Teacher-Knowledge-Students. Its presupposition is： Students master knowledge then becomes former or changes his life by using knowledge. From the process, there are insensibility-engrafting, insignificance-presenting, mechaniza- tion-training and so forth in real classroom teaching. They are not real teaching, because teaching possesses generativity. Logically and analytically, teaching has simultaneity in time and integrativity in space. In practice, teaching is generating and not casting. The nature of teaching is generativity, and it is in world of life that teaching is completed.
出处
《高等教育研究》
CSSCI
北大核心
2008年第1期79-84,共6页
Journal of Higher Education
基金
全国教育科学“十五”规划教育部重点研究项目(DHA050119)
关键词
教学
生成性
生活世界
teaching
generativity
world of life
