摘要
教学功能的当代取向反映出当代社会发展的主流价值追求。对教学实践和教学理论的现实观照,离不开对教学功能取向的理性思考。作为教学结构的属性和效应,教学功能具有先导性、人为性和历史性。基于对促进人的文化生成的历史担当,当代教学需要坚持传承知识、培育能力、涵养品性、助长生命四项基本功能。如何有效地形成这些基本功能,应成为当代中国教学文化建设的自觉意识与价值追求。
The contemporary orientation of instructional functions mirrors the mainstream values of social development. To observe the real picture of instruction practice and theories, we must give rational meditation to instructional functions. As the attribute and effect of instructional structures, instructional functions enjoy the guiding, artificial and historical characteristics. Bearing historical responsibility for promoting the formation of human cultures, contemporary instruction should stick to four basic functions, namely, maintaining knowledge, cultivating capabilities, nurturing disposition, enriching life. How to effectively materialize these functions should be to develop self consciousness and value pursuit for contemporary instruction culture construction in China.
出处
《高等教育研究》
CSSCI
北大核心
2007年第7期84-89,共6页
Journal of Higher Education
关键词
教学功能
价值取向
教学文化
instructional functions
value orientation
instruction culture