摘要
教学本质问题是教学论研究和教学实践变革的根本性问题。教学本质认识说的自我辩护和理论转向是教学本质问题探讨中的基本路径。却或因暗含两种不同的知识基础而存有悖论,或因对知识的悬置而陷入历史虚无。教学本质的重构需要在教师、学生、知识的基本框架中展开。基于知识地方性的理解,教学本质上是一种理解活动,是师生在具体的情境中实现知识持续构造和价值辩护的介入性实践活动,是深植社会历史文化传统,在知识和学生的不断生成中,面向未来社会的实践解释活动。
The essence of teaching is a fundamental issue in the study of teaching theory and teaching practice. The self-defense and theoretical turn of the epistemology of the essence of teaching is the basic path in the discussion of the essence of teaching. The reconstruction of the essence of teaching needs to be carried out in the framework of teachers, students and knowledge. Based on the understanding of local knowledge, teaching is essentially an understanding activity, and is the interventional practical activity of teachers and students to realize the continuous construction of knowledge and value defense in specific situations. It is also a practical interpretive activity deeply embedded in social and historical traditions, facing the future society in the continuous generation of knowledge and students.
作者
叶波
Ye Bo(Research Center For Rural Education,Hunan Normal University,Changsha Hunan 410066, China)
出处
《课程．教材．教法》
CSSCI
北大核心
2019年第5期77-82,共6页
Curriculum，Teaching Material and Method
关键词
教学本质
教学认识
地方性知识
实践解释学
教学理解
essence of teaching
teaching epistemology
local knowledge
practical hermeneutics
teaching understanding
