摘要
教学中科学性与艺术性的关系,是长久以来为人关注的命题,也是理论积累相对单薄的领域。人们普遍地认同二者在教学中应当统一,然而关于统一的阐释却每每失之空泛或流于玄奥。实现了科学性与艺术性统一的教学究竟是怎样的?统一是不是有条件和有基础的?这些条件和基础是什么?等等,讨论较少且见仁见智。格鲁吉亚教育家阿莫纳什维利进行的教育实验证实"教育学不仅是一门关于教育和教学的科学,而且是一门关于教育和教学的艺术"。他的实验成功的主要原因正是在于实现了科学性与艺术性的统一。在教学活动中,科学性与艺术性的统一具有普遍性,这种统一是向教学活动内部的追求,以科学性为基础,以自由为必要条件,是教学进步的必然趋势,对科学性和艺术性统一的追求促使教学不断地接近理想境界。
The relation between scientificity and artistry in teaching is not only a proposition concerned by people for long, but also a relatively poor field in theoretical accumulation. It is widely recognized that both of them should be unified in teaching; however, the interpretation on the unity is always vague and general or abstruse and mysterious. How will it be if the unity of scientificity and artistry is achieved in teaching.9 Are there any conditions and bases for unity？ What are these conditions and bases？ The discus- sions are very few, and different people hold different ideas. The pedagogical experiment from Georgia ed- ucator AMoBamB^jin confirmed that ＂pedagogy not only the science but also the art of education and teach- ing＂ , his success primarily lies in the realization of this unity of scientificity and artistry in teaching activi- ties is universal; and such unity is the pursuit of internal teaching activities, which is based on scientifici- ty, takes freedom as necessary condition, and acts as inevitable trend of teaching progress. The pursuit of the unity of scientificity and artistry makes the teaching constantly approach to the ideal state.
出处
《教育学报》
CSSCI
北大核心
2014年第3期39-49,共11页
Journal of Educational Studies
