“教书育人”的教学哲学考察

The Philosophy of “Teaching and Cultivating Students”

在不同的思维方式和理论立场下,对"教书育人"的解读大相径庭。既有的研究和认识缺乏一种动态生成的整体观,主要表现为"分工论""等同论"和"可有可无论"。基于关系思维的关系性、过程性、开放性、复杂性等特征和生成论教学哲学的基本立场,对"教书育人"进行重新审视和整体解读,在教学目标、教学内容、教学过程、教学评价等方面,皆可获致新的理论认识。

The interpretations of ＂Teaching and Cultivating Students＂ vary with the differences in ways of thinking and standpoints of theory. Previous studies of and knowledge of it lack a holistic view of dynamic generation, which include three main theories-- ＂the theory of division of labor＂, ＂the theory of equivalence＂ and ＂either-or theory＂. Based on the basic standpoint of generative teaching-learning philosophy and characteristics of relational thinking included connection, process, openness and complexity, it is necessary to re-examine and put a comprehensive interpretation on ＂Teaching and Cultivating Students＂. In order to meet the needs of the sustainable development of contemporary education, we should reexamine and interpret ＂Teaching and Cultivating Students＂ from four aspects： objectives, contents, process, and evaluation.