摘要
以"教学回归生活世界"为标志,当代教学论研究正呈现出个"教学生活研究"的趋向。"教学生活"逐步作为教学论的独立研究对象、教学作为非日常生活的客观实在性、课堂教学具有的"生活时空"以及这一趋向融通相关理论所展现的潜在价值,分别为该趋向提供了现实性、可能性、可行性和价值性。
With ＂teaching returns back to life world＂ as the symbol, modern teaching theory research demonstrates a teaching-life paradigm transformation. Now, It＇s true that teaching life is an independent object of teaching theory study,teaching is an objective daily life, classroom teaching is a kind of time-space life, and related theories present some potential values. The above four points have provided sufficient justification for the availability, possibility, feasibility and responsibility of teaching-life paradigm respectively.
出处
《教育理论与实践》
CSSCI
北大核心
2009年第5期27-30,共4页
Theory and Practice of Education
基金
全国教育科学"十一五"规划教育部重点课题"当前中国职业教育若干难点问题研究"的成果之一
课题编号:DJA080188
关键词
教学生活研究
现实性
可能性
可行性
价值性
teaching-life paradigm
availability
possibility
feasibility
responsibility
