摘要
存在主义哲学关于教学存在的本体论承诺和价值论诉求,可以概括为:教学是精神性、体验性、关系性的存在;教学对于人道主义、自由和解放的整体诉求。基于生成论教学哲学的立场分析,存在主义教学哲学关注和强调教育教学中人的本真存在的基本观点,具有内在的逻辑一致性和一定的现实合理性,对处于改革关键期的当下我国课程与教学的理论与实践,具有多方面的思想启发和现实借鉴意义。
Ontological commitment and value demands of existentialism＇s teaching-learning philosophy which can be summarized as.. teaching is spirituality, experience and relational exist; teaching is for humanitarian, freedom and liberation of the overall appeal. Based on the viewpoint of generative teaching- learning philosophy, the basic position of the focus and emphasis on human authentic in education and teaching-learning of existentialism＇s teaching-learning philosophy, has internal logical consistency and some practical rationality, and has many aspects of ideological inspiration and realistic significance in our curriculum and teaching-learning theory and practice in the critical period of reform.
出处
《当代教育与文化》
2013年第1期77-82,共6页
Contemporary Education and Culture
基金
教育部人文社会科学研究规划基金项目(09YJA880044)
广东省高等学校人才引进项目(粤财教2010343)阶段性成果
关键词
存在主义
存在主义教学哲学
本体论
价值论
生成论教学哲学
existentialism
existentialism＇s teaching-learning philosophy, ontology
axiologygenerative teaching-learning philosophy
