教育研究
教育研究
교육연구
Educational Research
2013年
4期
105~112
,共null页
生成论教学哲学 教学认识论 人道主义
生成論教學哲學 教學認識論 人道主義
생성론교학철학 교학인식론 인도주의
teaching-learning philosophy of generative theory, teaching-learning epistemology, humanism
在生成论教学哲学中，教学观念中的人道主义不仅仅涉及惯常理解中的价值论立场，更重要的还在于贯穿其中的人道主义的思维向度及其认识论意义。将人道主义引入教学认识论并展开深入探讨，将进一步丰富教学认识的理论基础和内涵。教学认识论的人道主义观念，秉持促进“人”的意识觉醒的先在性，坚持人文一体观的方法论，关注反思批判基础上的自我超越，强调教学主体观、知识观、过程观等的人道主义化，以期从更基础的层面和更广阔的视野，体察、分析和解释纷繁复杂的日常教学生活。
在生成論教學哲學中，教學觀唸中的人道主義不僅僅涉及慣常理解中的價值論立場，更重要的還在于貫穿其中的人道主義的思維嚮度及其認識論意義。將人道主義引入教學認識論併展開深入探討，將進一步豐富教學認識的理論基礎和內涵。教學認識論的人道主義觀唸，秉持促進“人”的意識覺醒的先在性，堅持人文一體觀的方法論，關註反思批判基礎上的自我超越，彊調教學主體觀、知識觀、過程觀等的人道主義化，以期從更基礎的層麵和更廣闊的視野，體察、分析和解釋紛繁複雜的日常教學生活。
재생성론교학철학중，교학관념중적인도주의불부부섭급관상리해중적개치론립장，경중요적환재우관천기중적인도주의적사유향도급기인식론의의。장인도주의인입교학인식론병전개심입탐토，장진일보봉부교학인식적이론기출화내함。교학인식론적인도주의관념，병지촉진“인”적의식각성적선재성，견지인문일체관적방법론，관주반사비판기출상적자아초월，강조교학주체관、지식관、과정관등적인도주의화，이기종경기출적층면화경엄활적시야，체찰、분석화해석분번복잡적일상교학생활。
In teaching-learning philosophy of generative theory, humanism in teaching concepts i the value theory standing in the usual understanding, but what＇s more important lies in the humanistic s not only related to thinking dimension and its epistemological significance. We shall further enrich the theoretical foundation and connotation of the teaching-learning cognition by introducing humanism into the teaching-learning epistemology and developing in-depth exploration. The humanistic concepts of the teaching-learning epistemology adhere to promoe the priority of human consciousness-awakening, insist on the methodology of cultural integration view, concern the self-transcendence based on the reflection and critique, emphasize on the humanism of teaching-learning subject view, knowledge view and process view, so as to experience and observe, analysize and explain the numerous and complicated daily teaching-learning life from more fundamental level and broader perspective.
