教育意义的本体论追寻

Searching for Ontology of Educational Significance

教育意义寓于教育实践之中,因教育实践而生,与具体的教育目标有着共同的价值意向,教育意义也因此获得了确定性。在教育活动中,理解是教育意义的存在方式,不仅教育本身需要理解,教育活动的主体也需要理解,教育意义指向将来的可能性。将教育目的落实到理解能力的提升上,基于学生理解的原初体验,以多样的教学形式促进理解,能够助力教育意义的本体回归。

The significance of education is embedded in the educational praxis. It comes from the educational praxis, sharing the same value orientation with educational objective. Thus, certainty is given to the educational significance. In educational activities, understanding is the way educational significance exists. Education needs to be understood, and the subject of educational activities needs to be understood as well. The significance of education points to the possibility of the coming future. Education is aimed at improving understanding, which is based on the initial experience of the students with multiple teaching methods provided, thus the reality will return back to the educational significance.