“學(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀研究
發(fā)布時(shí)間：2018-07-27 11:29
【摘要】： “學(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀研究旨趣在于突破長(zhǎng)期以來(lái)學(xué)術(shù)界把“學(xué)會(huì)關(guān)心”定位為一種德育模式的基調(diào),作為德育的“勢(shì)力范圍”和審視對(duì)象,擺放于德育的思維邏輯和言說(shuō)方式的境遇之中,而是自覺(jué)地把“學(xué)會(huì)關(guān)心”定位為一種教學(xué)價(jià)值觀的論斷,使得它的運(yùn)行轉(zhuǎn)移到教學(xué)價(jià)值論的軌道之中來(lái)。這既兼顧了德育關(guān)照的范圍,又提升了它的審視角度和邏輯定位。處于教學(xué)價(jià)值論視域中的“學(xué)會(huì)關(guān)心”是一種教學(xué)價(jià)值觀的存在�！皩W(xué)會(huì)關(guān)心”作為一種教學(xué)價(jià)值觀,有它的存在來(lái)源、思維主張、理論命題、言說(shuō)方式和行走路線。本研究以哲學(xué)價(jià)值論作為分析問(wèn)題的起點(diǎn),用教學(xué)價(jià)值論和教學(xué)倫理學(xué)作為分析和解決問(wèn)題的兩種重要?jiǎng)恿?來(lái)揭示“學(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀的形成、訴求、構(gòu)建和實(shí)現(xiàn)。 受“工具理性”和“功利主義”的控制和影響,獲取知識(shí)取向的教學(xué)價(jià)值觀一度成為浸透學(xué)校教育教學(xué)時(shí)空中占主導(dǎo)地位和染有“霸主”性質(zhì)的教學(xué)價(jià)值觀。這種教學(xué)價(jià)值觀牽制和控制著當(dāng)前學(xué)校中的整個(gè)教學(xué)活動(dòng),尤其是教學(xué)目的觀、教學(xué)內(nèi)容觀、師生關(guān)系觀和教學(xué)評(píng)價(jià)觀等方面。具體說(shuō)來(lái),教學(xué)目的觀定位為“知識(shí)人”的追求;教學(xué)內(nèi)容觀演變成“教材化”的定格;師生關(guān)系觀墮落為“主體一客體”式的存在;教學(xué)評(píng)價(jià)觀走向了“單向度”的操作。這種教學(xué)價(jià)值觀下的學(xué)校教學(xué)活動(dòng)已經(jīng)暴露出多樣異化和種種危機(jī),使得課堂教學(xué)功利化、控制化和技術(shù)化局面的顯現(xiàn),導(dǎo)致教師在教育世界中迷信知識(shí)、目中無(wú)人,話語(yǔ)霸權(quán)、對(duì)話缺失,責(zé)任淡薄、關(guān)心式微,學(xué)生也走向了精神的“萎靡”和關(guān)心的“失落”境遇之中。教學(xué)是培養(yǎng)人的活動(dòng),是使人成“人”的實(shí)踐。然而,受當(dāng)前教學(xué)價(jià)值觀的影響,教學(xué)失去了應(yīng)有的責(zé)任和忘記了教化的使命,使得人變得功利、無(wú)情與冷漠,人與自我之間、人與人之間、人與社會(huì)之間、人與自然之間走向?qū)ο蠡�、駛�(cè)搿爸骺腕w”式的在世結(jié)構(gòu)中,而不是和諧統(tǒng)一、共生共長(zhǎng)和“萬(wàn)物一體”的在世結(jié)構(gòu)中。于是人越來(lái)越走向自我禁錮、越來(lái)越失去自由和幸福,人和萬(wàn)物處于危機(jī)之中 對(duì)自由和幸福追求的人性本能使得人類(lèi)對(duì)其習(xí)慣的價(jià)值觀作出自我檢討、修正,并呼喚另一種范式的價(jià)值觀�！皩W(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀形成就是在這種歷史背景下形成的。大體說(shuō)來(lái),“學(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀形成受世界范圍內(nèi)的“學(xué)會(huì)關(guān)心”理念的召喚。它的理論基礎(chǔ)主要為人類(lèi)思想史中的“萬(wàn)物一體”哲學(xué)、“生存論”哲學(xué)、“人本主義”心理學(xué)。它形成的條件在于教育中的關(guān)心能夠滿足學(xué)生的整體生命成長(zhǎng)的需要,即關(guān)心與學(xué)生身體的成長(zhǎng)、關(guān)心與學(xué)生理性的成長(zhǎng)和關(guān)心與學(xué)生非理性的成長(zhǎng)。除此之外,教學(xué)具有關(guān)心的可能品性也是重要其形成的重要條件之一。 “學(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀的形成并不是“空穴來(lái)風(fēng)”,而是帶著使命而來(lái)。這就表現(xiàn)為“學(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀的訴求問(wèn)題。在本研究中,筆者認(rèn)為,這種訴求主要體現(xiàn)為敬畏學(xué)生生命,具體表現(xiàn)為重視身體、保護(hù)身體,崇尚理性、塑造理性,呵護(hù)非理性、培育非理性;崇尚人文關(guān)懷,具體顯現(xiàn)為守望“尊重”、懷抱“理解”和走向“承認(rèn)”;塑造健全人格,具體體現(xiàn)為教學(xué)要營(yíng)造學(xué)生求“真”、向“善”、趨“美”條件和氛圍。學(xué)生關(guān)心品質(zhì)和健全人格的形成,依賴于教師在教學(xué)過(guò)程中秉承這些信念和追求,以關(guān)心的氛圍培育關(guān)心的品質(zhì)。 學(xué)生要“學(xué)會(huì)關(guān)心”,首先教學(xué)活動(dòng)就必須充盈關(guān)心理念。這就必然要求影響教學(xué)活動(dòng)的規(guī)范和行為的當(dāng)期教學(xué)價(jià)值觀自覺(jué)地進(jìn)行反思和構(gòu)建。本研究以教學(xué)活動(dòng)的基本構(gòu)成部分教學(xué)目的、教學(xué)內(nèi)容、師生關(guān)系和教學(xué)評(píng)價(jià)作為分析框架來(lái)進(jìn)行當(dāng)前教學(xué)價(jià)值觀的反思和構(gòu)建,促進(jìn)學(xué)生“學(xué)會(huì)關(guān)心”,促進(jìn)其關(guān)心品質(zhì)的形成。這體現(xiàn)為教學(xué)目的觀從只重視知識(shí),到學(xué)生身體、理性和非理性相統(tǒng)一的整體關(guān)照;教學(xué)內(nèi)容觀從“教材化”的格調(diào)中,邁上“預(yù)設(shè)”與“生成”的相結(jié)合的大道中去;師生關(guān)系觀從“主體一客體”的在世結(jié)構(gòu)到“主體間性”的在世結(jié)構(gòu);教學(xué)評(píng)價(jià)觀從“單向度”的操作到“差異性”和“多元性”運(yùn)作思路中。基于這樣的教學(xué)價(jià)值觀的變革和構(gòu)建,才能夠使得教學(xué)活動(dòng)的基本元素有了關(guān)心的成分,才有利于學(xué)生生命整體的成長(zhǎng),形成其積極的情感和關(guān)心品質(zhì)。 “學(xué)會(huì)關(guān)心”取向的教學(xué)價(jià)值觀的構(gòu)建對(duì)于學(xué)生關(guān)心品質(zhì)的形成是重要的。但是,教學(xué)要有效地、真正地促進(jìn)學(xué)生關(guān)心品質(zhì)的形成還必須依賴一定角度和方法的具體教學(xué)操作。在本研究中,筆者以教學(xué)主體為起點(diǎn),構(gòu)建出促進(jìn)學(xué)生“學(xué)會(huì)關(guān)心”的教學(xué)操作,即教師層面的“教育愛(ài)”和學(xué)生角度的“踐行關(guān)心”。研究表明,教師的教育愛(ài)對(duì)于學(xué)生關(guān)心品質(zhì)的形成具有重要的作用。沒(méi)有愛(ài)的教育,也就沒(méi)有學(xué)生的“愛(ài)”的形成。另外,在教育有意識(shí)、有目的的設(shè)計(jì)下,讓學(xué)生去踐行關(guān)心,關(guān)心自我、關(guān)心他人、關(guān)心動(dòng)植物與地球、關(guān)心人類(lèi)創(chuàng)造的物質(zhì)世界,這也是形成學(xué)生關(guān)心品質(zhì)的重要路徑。不過(guò)需要注意的是,在踐行關(guān)心過(guò)程中,學(xué)生不要為了關(guān)心而關(guān)心,而要在教師的幫助下,形成理性的“關(guān)心”觀。同時(shí),學(xué)校也要自覺(jué)地建立踐行關(guān)心活動(dòng)的機(jī)制和規(guī)范。
[Abstract]:The aim of teaching values of "learning to care" is to break through the long term as the keynote of a moral education model in the academic circle, as the "sphere of influence" and the subject of moral education. It is placed in the circumstances of the logic of thinking and the way of speaking in moral education, but consciously Orientations "learning to care". The argument of a kind of teaching value makes its operation transferred to the orbit of teaching value theory. It not only takes into account the scope of moral education, but also improves its perspective and logical orientation. "Learning care" in the view of teaching value is a kind of teaching value. "Learning to care" is a kind of teaching. Values are the origin of its existence, the idea of thinking, the proposition of theory, the way of speaking and the route of walking. This study takes the philosophical axiology as the starting point of the analysis, and uses the theory of teaching value and teaching ethics as the two important motive forces to analyze and solve the problems, to reveal the formation, the appeal and the construction of the teaching values of the "concern of the learning society". Construction and implementation.
Under the control and influence of "instrumental rationality" and "utilitarianism", the teaching values of acquiring knowledge orientation have become the dominant and dominant teaching values in the time and space of school education and teaching. This teaching value holds and controls the whole teaching activities in the school, especially the teaching order. The concept of teaching content, the concept of teacher-student relationship and the concept of teaching evaluation, and so on. Specifically, the view of teaching aims as the pursuit of "knowledge man"; the concept of teaching content is transformed into a "textbook"; the concept of teacher-student relationship is degraded to "subject and one object"; teaching evaluation has gone to "one way" operation. This teaching price is a teaching price. The school teaching activities under the value view have exposed various dissimilation and various crises, which make the classroom teaching utilitarian, control and technical situation appear, which lead to the teachers' superstition of knowledge, no one, the hegemony of discourse, the lack of dialogue, the weak responsibility and the concern of the students in the education world. In the "lost" situation, teaching is the activity of cultivating people and the practice of making people become "human". However, influenced by the current teaching values, teaching has lost the responsibility and the mission of forgetting the enlightenment, making people become utilitarian, merciless and indifference, between man and self, between man and man, between man and society, between man and nature. Objectification, moving into the living structure of the "main object", not the harmonious unity, the symbiotic long and the "one in one" in the world structure. Thus, people are becoming more and more self imprisoned, more and more lost freedom and happiness, people and all things are in crisis.
The human instinct of pursuit of freedom and happiness makes human self review, correct and call for the values of another paradigm. The formation of the teaching values of "learning to care" is formed in this historical background. In general, the teaching values of "learning to care" are formed by the world model. Its theoretical basis is mainly the philosophy of "all things" in the history of human thought, the philosophy of "Existentialism", and the psychology of humanism. The condition of its formation is that the care in education can satisfy the needs of the whole life of the students, that is, the concern and the growth of the student's body, and the concern of the students. With the rational growth and concern of students and the irrational growth of students, besides, teaching has the quality of caring, which is also one of the important conditions for its formation.
The formation of the teaching values of "learning to care" is not a "empty hole", but with a mission. This is the appeal of the teaching values of "learning to care". In this study, the author believes that this appeal is mainly reflected in the awe of the students' life, and the specific expression is to attach importance to the body, to protect the body, and to advocate it. Reason, reason shaping, non rational care, nurturing irrationality, advocating humanistic care, concretely showing "respect", holding "understanding" and "recognition", and shaping a sound personality, which is embodied in teaching to create students' "truth", "good", "beauty" and atmosphere. Students are concerned about the formation of quality and sound personality. It depends on Teachers' beliefs and pursuits in the process of teaching and cultivating the quality of care with an atmosphere of concern.
The students must "learn to care", first of all, the teaching activities must be filled with the idea of concern. This requires self-conscious reflection and construction of the current teaching values that affect the norms and behavior of teaching activities. This study takes the basic components of teaching activities as the teaching purpose, the teaching internal capacity, the teacher-student relationship and the teaching evaluation as the analytical framework. To carry out the reflection and construction of the current teaching values, to promote the students to "learn to care" and to promote the formation of their caring qualities. This is reflected in the view of teaching aims from the emphasis on knowledge, to the body of the students, to the unity of reason and irrationality, and to the "Presupposition" and "generation" in the view of teaching content from the tone of "textbook". The concept of the relationship between teachers and students from the living structure of "subject one object" to "intersubjectivity" in the world structure; teaching evaluation view from "one way" operation to "difference" and "pluralism". Based on the reform and construction of such teaching values, the basic elements of teaching activities can be made. Because of the elements of concern, it is conducive to the growth of students' overall life and the formation of their positive emotions and caring qualities.
The construction of the teaching values of "learning to care" is important for the students to be concerned about the formation of quality. However, it is necessary to effectively promote the formation of the quality of the students to be concerned with the specific teaching operation of a certain angle and method. In this study, the author takes the subject of teaching as the starting point to build a student "to learn". The study shows that the teacher's educational love plays an important role in the formation of the quality of the students. Without the education of love, there is no student's "love" formation. In addition, under the conscious and purposeful design of education, we can learn to learn. It is also an important way for students to care for their own interests, care for themselves, care for others, care for animals and plants and the earth, and care for the material world created by human beings. This is also an important path for students to care for their quality. However, it is important to note that in the process of caring and caring, students should not care about it, but with the help of the teachers, a rational "care" view is formed. Schools should also consciously establish mechanisms and norms for practicing caring activities.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G420
[Abstract]:The aim of teaching values of "learning to care" is to break through the long term as the keynote of a moral education model in the academic circle, as the "sphere of influence" and the subject of moral education. It is placed in the circumstances of the logic of thinking and the way of speaking in moral education, but consciously Orientations "learning to care". The argument of a kind of teaching value makes its operation transferred to the orbit of teaching value theory. It not only takes into account the scope of moral education, but also improves its perspective and logical orientation. "Learning care" in the view of teaching value is a kind of teaching value. "Learning to care" is a kind of teaching. Values are the origin of its existence, the idea of thinking, the proposition of theory, the way of speaking and the route of walking. This study takes the philosophical axiology as the starting point of the analysis, and uses the theory of teaching value and teaching ethics as the two important motive forces to analyze and solve the problems, to reveal the formation, the appeal and the construction of the teaching values of the "concern of the learning society". Construction and implementation.
Under the control and influence of "instrumental rationality" and "utilitarianism", the teaching values of acquiring knowledge orientation have become the dominant and dominant teaching values in the time and space of school education and teaching. This teaching value holds and controls the whole teaching activities in the school, especially the teaching order. The concept of teaching content, the concept of teacher-student relationship and the concept of teaching evaluation, and so on. Specifically, the view of teaching aims as the pursuit of "knowledge man"; the concept of teaching content is transformed into a "textbook"; the concept of teacher-student relationship is degraded to "subject and one object"; teaching evaluation has gone to "one way" operation. This teaching price is a teaching price. The school teaching activities under the value view have exposed various dissimilation and various crises, which make the classroom teaching utilitarian, control and technical situation appear, which lead to the teachers' superstition of knowledge, no one, the hegemony of discourse, the lack of dialogue, the weak responsibility and the concern of the students in the education world. In the "lost" situation, teaching is the activity of cultivating people and the practice of making people become "human". However, influenced by the current teaching values, teaching has lost the responsibility and the mission of forgetting the enlightenment, making people become utilitarian, merciless and indifference, between man and self, between man and man, between man and society, between man and nature. Objectification, moving into the living structure of the "main object", not the harmonious unity, the symbiotic long and the "one in one" in the world structure. Thus, people are becoming more and more self imprisoned, more and more lost freedom and happiness, people and all things are in crisis.
The human instinct of pursuit of freedom and happiness makes human self review, correct and call for the values of another paradigm. The formation of the teaching values of "learning to care" is formed in this historical background. In general, the teaching values of "learning to care" are formed by the world model. Its theoretical basis is mainly the philosophy of "all things" in the history of human thought, the philosophy of "Existentialism", and the psychology of humanism. The condition of its formation is that the care in education can satisfy the needs of the whole life of the students, that is, the concern and the growth of the student's body, and the concern of the students. With the rational growth and concern of students and the irrational growth of students, besides, teaching has the quality of caring, which is also one of the important conditions for its formation.
The formation of the teaching values of "learning to care" is not a "empty hole", but with a mission. This is the appeal of the teaching values of "learning to care". In this study, the author believes that this appeal is mainly reflected in the awe of the students' life, and the specific expression is to attach importance to the body, to protect the body, and to advocate it. Reason, reason shaping, non rational care, nurturing irrationality, advocating humanistic care, concretely showing "respect", holding "understanding" and "recognition", and shaping a sound personality, which is embodied in teaching to create students' "truth", "good", "beauty" and atmosphere. Students are concerned about the formation of quality and sound personality. It depends on Teachers' beliefs and pursuits in the process of teaching and cultivating the quality of care with an atmosphere of concern.
The students must "learn to care", first of all, the teaching activities must be filled with the idea of concern. This requires self-conscious reflection and construction of the current teaching values that affect the norms and behavior of teaching activities. This study takes the basic components of teaching activities as the teaching purpose, the teaching internal capacity, the teacher-student relationship and the teaching evaluation as the analytical framework. To carry out the reflection and construction of the current teaching values, to promote the students to "learn to care" and to promote the formation of their caring qualities. This is reflected in the view of teaching aims from the emphasis on knowledge, to the body of the students, to the unity of reason and irrationality, and to the "Presupposition" and "generation" in the view of teaching content from the tone of "textbook". The concept of the relationship between teachers and students from the living structure of "subject one object" to "intersubjectivity" in the world structure; teaching evaluation view from "one way" operation to "difference" and "pluralism". Based on the reform and construction of such teaching values, the basic elements of teaching activities can be made. Because of the elements of concern, it is conducive to the growth of students' overall life and the formation of their positive emotions and caring qualities.
The construction of the teaching values of "learning to care" is important for the students to be concerned about the formation of quality. However, it is necessary to effectively promote the formation of the quality of the students to be concerned with the specific teaching operation of a certain angle and method. In this study, the author takes the subject of teaching as the starting point to build a student "to learn". The study shows that the teacher's educational love plays an important role in the formation of the quality of the students. Without the education of love, there is no student's "love" formation. In addition, under the conscious and purposeful design of education, we can learn to learn. It is also an important way for students to care for their own interests, care for themselves, care for others, care for animals and plants and the earth, and care for the material world created by human beings. This is also an important path for students to care for their quality. However, it is important to note that in the process of caring and caring, students should not care about it, but with the help of the teachers, a rational "care" view is formed. Schools should also consciously establish mechanisms and norms for practicing caring activities.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G420
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2 崔欣，
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