摘要
既有研究对生成性教学的探讨大多停留在教学方法的层面,其结果仍有使生成性教学沦为预成论的现实危险。笔者以为,生成性教学的提出,其根本意义在于确立一种新的教学哲学,从而彻底摆脱工具理性思维框架对教学的束缚,使教学真正成为达成师生幸福生活的过程。
Most of the study on generative teaching is inclined to treating it as a kind of teaching method. So, it is possible to result in a dangerous outcome： changing generative teaching into the opposite-predeterminism of teaching. For us, generative teaching essentially means the establishment of a new philosophy of teaching, aiming at shaking off the control of instrumental reason to teaching, and making teaching as a process for teachers and students to live a happy life.
出处
《教育发展研究》
CSSCI
北大核心
2008年第8期22-26,共5页
Research in Educational Development
关键词
生成性教学
教学哲学
预成论
generative teaching, philosophy of teaching, predeterminism
