作为教学哲学的生成性教学:意蕴与原由

The Generative Teaching as a Philosophy of Teaching:Implication and Reason

作为教学哲学生成性教学秉持从"预成"到"生成"的教学目的论、从"教成"到"学成"的教学关系论以及"自主合作探究和有意义讲授"结合互补的教学方法论。教学实践的复杂性、动态性、情境性特征是其生成性教学作为教学哲学确立的实践基础,囿于方法技术的生成性教学观在实践中的技术主义倾向是生成性教学需要在教学哲学层面进行理论构建的内在诱因,对预成论思维和控制性教学文化的理性批判和理论超越是时代赋予生成性教学作为教学哲学的理论使命。

As a philosophy of teaching, generative teaching follows from the teaching purpose of ＂pre production＂ to ＂generation＂, follows from ＂teaching＂ to ＂learn＂ teaching and follows the teaching method of ＂independent cooperative inquiry and meaningful teaching＂. The complexity, dynamic and situational characteristics of teaching practice are the practical basis of the establishment of teaching philosophy. Confined to the technology and methods of generative teaching in practice in the tendency of technology view is the generation of teaching needs in the aspect of teaching philosophy make a theoretical construct of intrinsic motivation. The rational criticism and the theory of the preto-the-and controlled teaching culture is the theoretical mission of teaching philosophy.