期刊论文

中文

大学教育科学

1672-0717

2014

3

61-65

10.3969/j.issn.1672-0717.2014.03.013

2013年度教育部人文社会科学研究规划基金项目(13YJA880098)

本校为其他机构

教学是人学,教师为人师.人之师具有属人性、为人性和人为性三个特性.生命哲学视野下的教师生命成长经由依于生命、向着生命和超越生命三个阶段.依于生命,教师具有了生命之根,是教学原力的处所;向着生命,教师的教学不仅内含教者的生命世界,更指向学者向学的生命体,是教师成长的旨归所在;超越生命,即达教师生命的最高境界.教师应在无限开放的空间里围绕教学主体构建一个教学不再分离,师生间充满相遇与思想碰撞,超越了现实的生命、朝向生命共通体与教学共同体融通的自由通达之境.

Teaching is the practice of educating person, so teacher is a model for learner. Teacher is of being a person, for person and to being a person. Teacher development should experience three stages from the perspective of life philosophy. The first stage is on the life. The second stage is for the life. The last stage is beyond the life. Teacher should build a free and unblocked realm around teaching subject in which teaching and learning are united, teacher and learner communicate frequently to...