文化传递模式视野中的教学概念

在人类发展的不同时期，文化传递模式是有差异的，不同的文化传递模式影响着教育的价值取向，也影响着人们对于“教学”这一概念的认识。在后喻文化模式中，教学被界定为传授知识或技能；在同喻文化模式中，教学被界定为教师教和学生学的活动，既包括教，也包括学，并由教和学组成；在前喻文化模式中，教学被界定为促进教师与学生共同生长的一种活动。教学概念发展到今天，涵括了教师的教授、学生的学习与师生的互动教学。

On the "Teaching" Concept within the Horizon of the Mode of Culture Transfer

During the process of human development, the mode of Culture Transfer varied in different perlod. In the typical agriculture society, it was transferred from the older to the younger and thus formed a kind of post-figurative culture. In the industrial society, it was transferred among companions and formed the co-figurative culture. But in the post-industrial society, it is transferred from the younger to the older, forming a kind of pre-figurative culture. The different modes will exert a great influence on the orientation of people＇s educational value, and meanwhile they also influence the understanding of the ＂teaching＂ concept. In post-figurative culture mode, ＂teaching＂ is regarded as imparting knowledge, in co-figurative culture mode, ＂teaching＂ is seen as instructing and learning. In pre-figuradve culture mode, ＂teaching＂ is taken as mutual growing and developing of both teachers and students.