摘要
使学生掌握教学内容只是教学的表层价值和工具价值,过好的教学生活才是其深层价值和本体价值。很多教师对此缺乏清晰认识,忽视了教学生活的建构,从而导致课堂教学失效。教学生活是一种关系性存在,是建构而成的,端赖于教师对其品性的理解。教学生活是个体生活,个体生活的幸福来自创造,所以教学应鼓励创造;教学生活又是公共生活,公共性存在于主体间的协商与共识当中,所以教学应基于交往理性;教学生活是为了生命的,生命是彼此差异和不完满的,所以教学中需要宽容。好的教学生活源于并且就在我们对好的教学生活的追求当中。
Helping student to understand the teaching contents is just superficial and instrumental value of teaching,and living good life is its deep and ontological value.However,many teachers ignore its true value,which leads to boring teaching.Teaching life is relational being and need to be constructed,which depends on our understanding and representation of its characters.Teaching life is individual life,and its happiness comes from creation,so teaching should encourage creativity.Teaching life is also public living in inter-subjective consultation and consensus,so communication should become the ground of teaching.Teaching life is for lives,and lives are variant and imperfect,so toleration is essential.Good teaching life comes from and exists in our pursuit for it.
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2015年第1期62-67,共6页
Journal of Northwest Normal University(Social Sciences)
基金
教育部人文社会科学研究项目“新课程背景下教学冲突的认识与应对”(10YJC880117)
关键词
教学生活
品性
个体性
公共性
生命性
teaching life
character
individuality
public
life influence
