本文選題：體悟　切入點(diǎn)：體悟教學(xué)　出處：《南京師范大學(xué)》2012年博士論文　論文類型：學(xué)位論文

【摘要】：體悟教學(xué)研究是在結(jié)合時(shí)代發(fā)展的特點(diǎn),立足于本土教學(xué)實(shí)踐,繼承傳統(tǒng)教學(xué)思想中所內(nèi)含的體悟精神,同時(shí)積極吸收外國尤其是西方優(yōu)秀教學(xué)思想的基礎(chǔ)上為構(gòu)建具有中國本土特色的教學(xué)理論所進(jìn)行的初步探索。體悟教學(xué)以一種辯證的思維來看待教學(xué)問題,它強(qiáng)調(diào)教學(xué)過程中人的自主自覺性,將教學(xué)過程視為生命體驗(yàn)的過程,同時(shí)也重視生命體驗(yàn)的意義生成性。它認(rèn)為教學(xué)過程一方面是一個(gè)向生活世界用力在對(duì)話與交往中尋求、充實(shí)自身生命體驗(yàn)的過程,另一方面也是一個(gè)向內(nèi)心深處用力通過不斷思考、反思、批判進(jìn)而達(dá)到有所悟得的過程。這是一個(gè)過程的兩個(gè)方面,不可偏廢,所追求的是人的身心發(fā)展的和諧統(tǒng)一。具體來說,它具有知識(shí)的內(nèi)向性與外向性的統(tǒng)一、認(rèn)識(shí)的適應(yīng)性與超越性的統(tǒng)一、過程的預(yù)設(shè)性與生成性的統(tǒng)、活動(dòng)的內(nèi)隱性與外顯性的統(tǒng)一四個(gè)方面的特征,對(duì)培養(yǎng)人的生命自主性、超越性與道德性具有重要的價(jià)值。 從整個(gè)發(fā)展歷程上來看,體悟教學(xué)主要經(jīng)歷了生長、發(fā)展、隱遁、新生四個(gè)階段,每一階段都對(duì)應(yīng)一定的歷史時(shí)期,凝聚了該時(shí)期教育學(xué)人的教學(xué)智慧、教學(xué)觀念與教學(xué)經(jīng)驗(yàn),并與當(dāng)時(shí)的政治狀況、經(jīng)濟(jì)發(fā)展、文化特點(diǎn)等方面密切相關(guān)。對(duì)體悟教學(xué)發(fā)展歷程的探尋可以幫助我們從歷史的發(fā)展脈絡(luò)中去認(rèn)識(shí)其發(fā)展與演變的過程,通過對(duì)比、總結(jié)和分析來對(duì)其進(jìn)行歷史地認(rèn)識(shí),以便今天能夠更為理性客觀地繼承傳統(tǒng)的體悟教學(xué)思想及其教學(xué)實(shí)踐探索經(jīng)驗(yàn)和借鑒國外相關(guān)的教學(xué)思想及其教學(xué)實(shí)踐探索經(jīng)驗(yàn),其目的是為了從歷史的沉浮中汲取營養(yǎng)以完善當(dāng)下對(duì)體悟教學(xué)的認(rèn)識(shí)并助其獲得新的發(fā)展。 在對(duì)體悟教學(xué)有了全面地、歷史地認(rèn)識(shí)之后,還需要結(jié)合當(dāng)下的時(shí)代背景與教學(xué)實(shí)踐中所存在的亟需解決的問題,以批判地繼承與借鑒為原則,在已有的課程與教學(xué)理論研究成果的基礎(chǔ)上進(jìn)行創(chuàng)造性地改造、轉(zhuǎn)化與融合,以形成具有理論建設(shè)意義和實(shí)踐指導(dǎo)意義的體悟教學(xué)理論體系。主要包括由教師和學(xué)生在教學(xué)活動(dòng)中所形成的作為成長共同體的“我們”師生觀、以學(xué)生的主體性發(fā)展為核心的同時(shí)將學(xué)生的主體性發(fā)展視為學(xué)生的社會(huì)化過程的目的觀、主張結(jié)構(gòu)性地理解教學(xué)內(nèi)容的內(nèi)容觀、包括教的方法與學(xué)的方法的統(tǒng)一、科學(xué)性與人文性的統(tǒng)一、追求效率與強(qiáng)調(diào)藝術(shù)的統(tǒng)一在內(nèi)的方法觀、具有開放性、多元性與導(dǎo)向性的評(píng)價(jià)觀。 目前,一些教師已經(jīng)在教學(xué)實(shí)踐中選擇了以激發(fā)人的悟感、悟性認(rèn)識(shí),引導(dǎo)學(xué)生在生命體驗(yàn)中去自悟自得,以實(shí)現(xiàn)教學(xué)從注重形式向注重實(shí)質(zhì)轉(zhuǎn)變、從注重“教”向注重“學(xué)”轉(zhuǎn)變、從注重“物”向注重“人”轉(zhuǎn)變,進(jìn)而促進(jìn)人的生命的內(nèi)在發(fā)展為主要內(nèi)涵的指導(dǎo)思想,在不同的學(xué)科,以不同的形式開展了具有一定影響的教學(xué)探索。這些內(nèi)蘊(yùn)體悟理念的教學(xué)實(shí)踐探索為體悟教學(xué)的實(shí)踐探索提供了寶貴的探索經(jīng)驗(yàn),但為了促進(jìn)這種實(shí)踐探索獲得進(jìn)一步的發(fā)展,還需要從教師、學(xué)科知識(shí)、課堂教學(xué)空間三個(gè)方面進(jìn)行反思,以逐步提高教師的認(rèn)同感、繼續(xù)重視對(duì)學(xué)科知識(shí)的研究、不斷拓展課堂教學(xué)的教學(xué)空間,推動(dòng)體悟教學(xué)的實(shí)踐探索由自在自發(fā)的無意識(shí)狀態(tài)轉(zhuǎn)變?yōu)榉e極主動(dòng)的有意識(shí)狀態(tài)�？偠灾�,體悟教學(xué)的實(shí)踐探索所追求的是以教師和學(xué)生生命智慧的生成以及自主自覺性、超越性的發(fā)揮為根本動(dòng)力,以在信息技術(shù)推動(dòng)下所帶來的課堂形態(tài)的變革為契機(jī),立足于本土教學(xué)實(shí)踐將中外優(yōu)秀的教學(xué)思想融合為一體,為完善知識(shí)結(jié)構(gòu)、掌握學(xué)習(xí)方法、提高創(chuàng)新能力進(jìn)而實(shí)現(xiàn)人的終身學(xué)習(xí)和全面發(fā)展而發(fā)揮重要作用,也為我國基礎(chǔ)教育課程改革的持續(xù)推進(jìn)而起到積極的推動(dòng)作用。
[Abstract]:Experience in teaching research is combined with the characteristics of the development of the times, based on the Chinese teaching practice, including inheriting traditional teaching thought of enlightenment in the spirit, and actively absorb foreign especially the foundation of western excellent teaching ideas for the construction of the preliminary exploration of Chinese with local characteristics of the teaching theory. Teaching experience in a dialectical thinking to look at the problems in teaching, which emphasizes the independent consciousness of the people in the process of teaching, the teaching process is regarded as a process of life experience, but also attach importance to the generation of meaning of life experiences. It is thought that the teaching process is a life force in the world to seek dialogue and communication, enrich the process of their life experience, on the other on the one hand is a heart to force through constantly thinking, reflection, criticism and reach enlightenment. This is the two aspects of a process can not be neglected, What is the pursuit of harmony and unity of people's physical and mental development. Specifically, it has the knowledge of introversion and extroversion of unity, understanding adaptability and Transcendence of the unity of presupposition and generation system process, implicit and explicit activities of the four aspects of the unity of characteristics of culture life of human autonomy, has important value and moral transcendence.
From the entire development process point of view, understanding the teaching experiences of growth, development, reclusive, new four stages, each stage corresponds to a certain historical period, the period of education embodies the wisdom of teaching, teaching ideas and teaching experience, and the development of economy and the political situation, and is closely related to culture features. To explore the development process, experience teaching can help us to know the development and evolution from the historical development of through comparison, summary and analysis to the historical understanding, so that today can be more rational and objective understanding of inheritance of traditional teaching ideas and teaching practice and experience learn to explore foreign experience in the relevant teaching ideas and teaching practice, the purpose is to absorb nutrients from the history of the ups and downs in order to improve the current understanding of teaching knowledge and help them get new Development.
In a comprehensive understanding of the history teaching, understanding, combining with the existing background and teaching practice in the current urgent need to solve the problems that need, to critically inherit and learn from the principle of creative transformation based on the existing theory of curriculum and teaching research, transformation and integration system, understanding teaching theory to form a theoretical construction and practical guidance significance. Mainly formed by teachers and students in the teaching activities of the community as the growth of "we" concept of teachers and students, to the development of students' subjectivity is the core of the development of students' subjectivity as the process of socialization of the students objective to understand the structural concept, advocated the teaching content of the content view, including unified teaching methods and learning methods, the unity of science and humanity, the pursuit of efficiency and unity of art, The concept of method is open, pluralistic and oriented.
At present, some teachers have chosen to stimulate people's comprehension in the teaching practice, understanding understanding, to guide students to enlighten contented in life experience, in order to achieve the teaching focus from form to essence of stress change, change from the focus on "teaching" to "learning", pay attention to change from the focus on the "object" to focus on "" the guiding ideology and promote the inner development of human life as the main content, in different disciplines in different forms to carry out exploration has certain impact on teaching. The connotation of teaching practice understanding concept exploration for teaching practice experience provides valuable experience, but in order to promote the practice of exploration further development, also need from the teachers, subject knowledge, reflect three aspects of teaching space, to improve the teachers' sense of identity, continue to attach great importance to the study of subject knowledge, constantly expand the classroom The teaching space, promote the practice of teaching experience to explore the unconscious state transition from spontaneous to active and conscious state. In short, the practice experience teaching is the pursuit of teachers and students to generate the wisdom of life and self consciousness, transcendental play as a fundamental driving force, to bring in under the push of information technology classroom transformation as an opportunity, based on local teaching practice teaching will be the good idea of the integration of Chinese and foreign, to improve the knowledge structure, learning method, improve the innovation ability and realize people's lifelong learning and overall development and play an important role, but also continued to promote the basic education curriculum reform in China and play a positive role in promoting.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G424

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