论交往的教学论价值——基于教学哲学的视角

On the Pedagogical Value of Communication Theory——from the perspective of teaching-learning philosophy

教学以交往为基本形态,其发生、运行、演化须依照交往有效性之路径展开。基于教学哲学的视角,在当前的教学论研究中,"交往"的本体论价值表现在教学存在、教学本质研究中,涉及教学实体、活动、关系等问题的方方面面,其认识论价值通过对教学论研究思维方式的影响体现出来,而其价值论价值,则体现在对生成的、演化的、历史的、宽容的人文发展观和师生关系观的树立和推广。

Teaching basically takes the form of communication and should follow the way how effective communication goes on. From the perspective of teaching-learning philosophy, in the current research into instructional theory, the ontological value of communication is embodied in the existence in and the nature of teaching, involving the teaching-learning entities, activities, relationship, etc. Its epistemological value is reflected from its influences on thinking mode. Its axiological value is exemplified in the set up and promotion of a generative, evolutionary, historical and tolerant view of humanist development and the teacher-student relationship.