摘要
教育劳动工具包括"人"和"物"两类。"人"以"教师"为典型,"物"以"教材"为代表。这两类‘工具’都应有利于确保和提升师生的精神自由,体现教育作为德性生活的意蕴。"教材"的德性主要表现为正确的、科学的且具有生长潜力的课程知识,学科逻辑与心理逻辑的统一和促进学习者意义建构的价值性特征三方面,"教师"的德性主要表现为适切的知识架构、积极的道德人格和自觉的审美追求三方面。通过发掘教育劳动工具的德性,有利于推进教育劳动成为道德性的活动。
Education labor tools mainly include“ph ysical tools” and“human tools”： the former repre-sented by “teaching material” , and the latter represented by “teachers”. The two kinds of tools should be conducive to ensure and promote the spirit freedom of teachers as well as students,and reflect the meaning of education as a virtuous life.“Physical tools”virtue mainly manifests from correct, scientific knowledge which has growth potential, unity of discipline logic and psychological logic, and value orientation of promoting significant construction of the learners; “human＂ tools” virtue mainly implies from proper knowledge archi-tecture, positive ethical personality and conscious aesthetic pursuit. Through exploring the virtue of the edu-cation labor tools, it is conducive to urge the education becoming moral activities.
出处
《乐山师范学院学报》
2014年第7期112-115,共4页
Journal of Leshan Normal University
关键词
教育劳动工具
教材
教师
德性
Education Labor Tools
“Physical”Tools
“Human”Tools
Virtue
