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教师的课程意识决定其课堂教育教学行为。教师课程意识中“知识主义”、“忠实主义”和“规训主义”的错误假设,导致中小学教育现场中自由生态的严重稀缺,主要表现为肢体束缚、思想遮蔽、有教无育、人文流逝等。自由生态兼顾自由的价值涉入和生态的情境培育,是价值与过程的有机整合。无论从知识论、价值论还是人性论角度分析,自由生态都具有作为教师课程意识转向价值基础的正当性。为实现以自由生态为价值基础的教师课程意识转向,中小学教师要建构超越知识的思维想象意识、超越忠实的主体创生意识、超越规训的人文生态意识、超越单向度的“教”走向“教”和“育”的融合意识,既要有教师个体的内在自觉,又要有外在于教师的引导与规约。
Teachers’ curriculum awareness determines their classroom teaching behavior. The false hypothesis of “knowledgeism”, “faithfulness” and “disciplineism” in the teacher’s curriculum awareness leads to the serious scarcity of free ecology in the primary and secondary education scene, which is mainly manifested as physical restraint, obscure thinking, Education, education, humanities and so on. Free ecology involves the freedom of value involved and ecological context cultivation, is the value and the process of organic integration. From the perspective of epistemology, axiology and humanity, free ecology has the legitimacy of turning teacher’s curriculum awareness into value foundation. In order to realize the shift of teacher’s curriculum awareness based on the value of free ecology, primary and secondary school teachers should construct their thinking imagination beyond knowledge, beyond faithful subjective birth awareness, humanistic ecological awareness beyond discipline, and “one-way” teaching “To ” teaching “and ” education " ’s fusion consciousness, it is necessary to have the internal consciousness of the teacher individual, but also have the outside of the teacher’ s guide and the regulation.