当代教育与文化
噹代教育與文化
당대교육여문화
Contemporary Education and Culture
2015年
5期
99-102
,共4页
教学论%科学品性%人文意蕴
教學論%科學品性%人文意蘊
교학론%과학품성%인문의온
teaching theory%scientific character
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。
教學論的科學化歷程催生瞭科學品性的形成，科學品性錶徵著教學論的髮展特點。“藝術論”的觀點涵泳著教學論的人文意蘊併體現在教學實踐中，公平本位與知識本位無形中遮蔽瞭人文意蘊。基于科學性提升人文性、涵養積極的生命情態和育人情懷、建構人文機製和支持環境有助于教學論人文意蘊的凝練與釋放。
교학론적과학화역정최생료과학품성적형성，과학품성표정착교학론적발전특점。“예술론”적관점함영착교학론적인문의온병체현재교학실천중，공평본위여지식본위무형중차폐료인문의온。기우과학성제승인문성、함양적겁적생명정태화육인정부、건구인문궤제화지지배경유조우교학론인문의온적응련여석방。
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 .
