摘要
无论是从杜威的教育哲学出发,还是从罗素对哲学的定义来看,生成性教学都不符合哲学的特征。将一种自认为"正确"的东西称为"哲学"是不严谨的。教学中的生成具有一定的合理性,但还无法取代预设的地位,因此它只能作为预设的补充。主张教学应走生成路线的观点具有片面深刻性,将其定位为一种教学范式较为妥当。实现有效的生成,不在于选择何种教学方法,而在于对某种教学方法的技术性掌握程度。任何方法只要掌握得好,都是实现生成的手段。
No matter from Dewey's teaching philosophy or Russell's definition of philosophy,generative teaching is not in accordance with the basic characteristics of philosophy.It is far from rigorous to consider a self-convinced idea as philosophy.The generative element,to some extent,is reasonable in teaching.However,it cannot take the place of presupposition,but only be regarded as a complement to it.To widely advocate the generative teaching is one-sided,while it is proper to regard it as a kind of approach.The realization of generation does not lie in which teaching methods would be chosen,but how much a method can be mastered.Methods themselves do not really matter as long as they are effective.
出处
《四川师范大学学报（社会科学版）》
CSSCI
北大核心
2018年第1期141-146,共6页
Journal of Sichuan Normal University(Social Sciences Edition)
基金
福建省社会科学规划青年基金项目"大学课堂生成性教学研究"(FJ2016C057)成果之一
关键词
生成性教学
教学哲学
教学范式
generative teaching
teaching philosophy
teaching approach
