教学如何成为教育

How does Teaching Become Education?

如果教学是天然的教育行为,“教学如何成为教育”这一问题就不能成立,反过来说,这一问题的成立就意味着教学并非天然的教育行为。要让教学成为教育,教师必须满足以下期待:一是能深刻体会教育之于人和社会发展的价值,并在此基础上确认自己“教育价值实现者”的身份;二是能自觉实现课程教学的全面育人功能;三是能接受和践行教育精神性原则和教育技术性规则。从学理上讲,“教学成为教育”的逻辑内涵可以作如下的表达:知识的掌握促进学习者发展的可能性是“教学成为教育”的客观前提,教师对自身“教育价值实现者”的身份确认是“教学成为教育”的主观前提,教师对教育精神性原则和教育技术性规则的接受和践行是“教学成为教育”的中介变量,成为教育的教学也就是完整意义上的教育性教学。

If teaching is a natural educational behavior, the question of “how teaching becomes education” cannot exist. Conversely, the existence of this question means that teaching is not a natural educational behavior. Or one might say that an ordinary person who does not pay attention to conceptual rigor would not regard any kind of informing or training as education. They may not have a theoretical definition of certain educational concepts, but they can still judge that certain behaviors (such as teaching) that are very similar to education are not genuine educational behaviors. To make teaching become education, teachers must meet the following expectations: First, they must have a profound understanding of the value of education to individuals and society and base their identity as “realizers of educational value”, an identity long hidden behind the social role of “educational workers”. Second, they must consciously realize the comprehensive educational function of course teaching. Teachers need to form the habit of linking teaching content, methods, and educational goals. Only when they reach this level can the comprehensive educational function of course teaching become a social instinct of teachers. Third, they must accept and practice educational spiritual principles and technical rules. The theory of instruction contains different dimensions of specificity, which can be broadly divided into spiritual principles and technical rules. They have the potential to enable teachers to make teaching a success. Since the technical rules mainly serve to improve the teaching efficiency, and cannot change the nature of teaching, therefore, in “making teaching education”, the key is to practice the spiritual principles of education. From a theoretical perspective, the logical connotation of “making teaching education” can be expressed as follows: First, the possibility of promoting the development of learners through the acquisition of knowledge is its objective prerequisite. If the acquisition of knowledge by learners does not bring any additional value beyond “acquisition”, then teaching can only be itself and cannot become anything else. Second, the self-identification of teachers as “realizers of educational value” is the subjective prerequisite for “making teaching education”. If teachers do not have a strong subjective will to realize educational value, any educational value-added to knowledge teaching cannot be achieved. In this case, teaching can only have local and fragmented connections with education, but cannot be fully transformed into education. Third, teachers’ acceptance and practice of educational spiritual principles and technical rules is the mediating variable for “making teaching education”. From a social perspective, our focus on “how teaching becomes education” is a theoretical response to the current high-quality development of education. This response is not only a reasonable stance for educational theory researchers, but also an inevitable move in the healthy interaction between educational theory and practice.