重申教学的教育性:走向生命论的教学哲学

当前教育教学改革的内在困境，是我们在教给青少年学生以知识能力与素质发展的同时，并没有敞开个体人生内在的价值目标，由此而寄予他们以相应的价值感与意义感，或者说没有带出个体完整成人。这意味着我们将不得不回到赫尔巴特，重申教学之教育性问题，即教育目标与过程、方法的统一问题，确切地说，是教育的目标、过程、方法统一朝向教育的中心，也即个体成人。我们提出一种生命论的教学哲学，并非作为教师的教学指南，而是要唤起我们面对活泼学生生命的爱与真诚，激活热爱教育的心灵。

Reaffirming the Educational Nature of Teaching:towards the Teaching Philosophy of Life Theory

The internal dilemma in the current reforms of education and teaching is that,while we teach young students knowledge and quality development,the inherent value goal of individual life is not infused to them,so we fail to cultivate their corresponding sense of value and meaning.In other words,we haven't brought about individually complete adults.This means that we will have to go back to Herbart and reiterate the educational nature of teaching,that is,the unity of educational objectives,processes and methods,or rather,the unity of the goals,processes and methods of education towards the center of education,the individual adults.Life theory,a kind of teaching philosophy that we put forward,is not to be treated as a teaching guideline,but to arouse our love and sincerity in the face of lively students,and activate our soul to love education.