摘要
杜威的教育情境理论与黑格尔的艺术情境理论启示我们,可以对教学情境在观念上进行反思,以展现人的精神世界。教学情境借鉴艺术情境的层次推进,可以提升学科知识中蕴含的内在精神,也就是人的德性的显现。情境探究的任务是要揭示人的社会性,情境探究的途径是把物的关系转换为人的关系,进而把握情境探究的根本,也就是在观念上对知识中所蕴含的制度之美与人性之美的创造和认知。
Dewey’s theory of educational situation and Hegel’s theory of artistic situation enlighten us that we can reflect on the concept of teaching situation in order to show people’s spiritual world.Teaching situation refers to the promotion of the level of artistic situation,which can enhance the inherent spirit of subject knowledge,that is,the manifestation of human virtue.The task of situational inquiry is to reveal the sociality of human beings.The way of situational inquiry is to transform the relationship between matters and human beings,and then grasp the essence of situational inquiry,that is,to create and recognize the beauty of system and human nature containing in knowledge.
出处
《天津师范大学学报（基础教育版）》
2020年第1期42-45,共4页
Journal of Tianjin Normal University(Elementary Education Edition)
关键词
思想政治课
教学情境
情境层次
政治美学
ideological and political class
teaching situation
situational level
political aesthetics
