摘要
教学论的科学化历程催生了科学品性的形成,科学品性表征着教学论的发展特点。"艺术论"的观点涵泳着教学论的人文意蕴并体现在教学实践中,公平本位与知识本位无形中遮蔽了人文意蕴。基于科学性提升人文性、涵养积极的生命情态和育人情怀、建构人文机制和支持环境有助于教学论人文意蕴的凝练与释放。
The scientific orientation of teaching theory forced the formation of scientific character which represents the development features of teaching theory . The views of “artistic theory” covers humanity implication of teaching theory and it is embodied in the teaching practice , with equality‐oriented standard and know ledge‐oriented standard shielding humanity implication imperceptibly . Based on the view point that scientificity improves humanity , active side of inner life and the sense of people education , construction of humanity mechanism and its supportive environment helps to develop humanity of teaching theory .
出处
《当代教育与文化》
CSSCI
北大核心
2015年第5期99-102,共4页
Contemporary Education and Culture
关键词
教学论
科学品性
人文意蕴
teaching theory
scientific character
teaching, theory
