摘要
教学是一种人为的存在，这是教学本体问题研究的基本前设。作为应然存在与实然存在的统一体，教学有着四种不同的存在形式。教学本体问题研究，主要以客观教学存在为研究对象，在本体论的层面上展开，其思维方式需要经历价值判断与事实判断的对立统一与过渡转换。这样的研究，应深深植根于人与文化的世界，取向于人与文化的辩证同一，从而体现出对于人的文化生成的终极关怀。
Teaching-learning is a man-made being, as the essential presupposition of the study of noumenal problem of teaching-learning. There are four edstential forms of teaching-learning. In studying its noumenal problems,the objectiveis taken as the object of the study on the level of teachingbong onology, with the mede of minking, undergoing thetransition and transformation of the unity of opposites of value judgment and fact judgment. Furthennore, the study shouldbe rooted deeply in the world of human and culture and oriented essentially to the dialectical identity of human nd culare,consequently giving expression to the ultimate concem for the coming into realization of the human culture.
出处
《西北师大学报（社会科学版）》
北大核心
2000年第3期11-16,共6页
Journal of Northwest Normal University(Social Sciences)
关键词
教学
教学存在
文化生成
方法论
教学本体论
教学理念
教学实际
客观观念
主观观念
teaching-learning
being of teaching-learning
coming into realization of the human culture
methodology
teaching-learning ontology
