摘要
当今课程与教学的持续变革迎来了从预成到生成的思想转向。教学的生成过程是教学根本取向和运行机制的共同表征,现实地反映着教学的生成性。目前的教学生成实践存在着被动生成、机械生成等现象,背后折射出教育改革的"主体性神话"、对教学生成思想的庸俗化理解和教师促进生成的能力不足等问题。基于生成论教学哲学的立场,教学实践的持续生成应以体制机制改革为抓手,从优化课程设置、解放课堂教学、支持教师专业成长等方面探求出路。
The continued reform of education nowadays greets the diversion of ideology which turns to generation. Actually,the activity of generation of teaching-learning characterizes the ultimate orientation and the operating mechanism of teaching-learning in common,which reflects the nature of generation of teaching-learning as well. The passive and rigid generative teaching in practice shows problems such as the myth on subjectivity,superficial views about the generation of teaching-learning and weak abilities on fostering generative teaching in practice of teachers. Based on the Generative Teaching-Learning Philosophy（ GTP）,the persistent generation in teaching-learning in practice can start from education mechanism. Optimizing curriculum system,inspiring teaching-learning with liberating spirits and supporting professional growing of teachers would be outlets.
出处
《天津师范大学学报（基础教育版）》
2017年第4期1-6,共6页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
教育部人文社会科学研究项目"中外教学哲学思想的诠释整合与本土理论建构"(15YJA880101)研究成果
关键词
教学生成
生成论教学哲学
人的文化生成
generation of teaching - learning
Generative Teaching - Learning Philosophy （GTP）
cultural generation of man
