Exploring the essence of traditional educational thought and discovering the unique ontological consciousness and internal logic of Chinese educational culture are not only the objective requirements of the development of Chinese education in the new era, but also an important basis and path for developing the localized system of education theory.Throughout the development history of Chinese educational thought, the spirit of Zhonghe as the cultural foundation, has been manifested and achieved in“Yu”.The ontological cognition, value consciousness and cognition mode of education are all condensed in the ideological system of“Yu”,which is the core of indigenous Chinese education methodology.According to the ideological characteristics of the spirit of Zhonghe, “Yu”is related to other local educational methodologies in the three dimensions of“harmony and unity”,“harmony fostering all things”and“harmony and stability”,constituting the basic framework of the indigenous education methodology system with“Yu”as its core.The indigenous educational methodology system with its core of“Yu”is characterized by“humanistic isomorphism”.It is helpful to determine and keep the correct direction of the reform and development of current educational theory and practice.
"双减"政策可以为教育生态带来诸多积极变化,但在推行过程中可能会遇到诸多问题。从哲学解释学的视角,政策目标群体对政策的理解程度影响其对政策的认同度,进而影响政策的推行效果。目标群体的理解受到"前理解结构"的潜在制约,"学而优则仕"的科举文化传统深刻影响着人们的教育认知。对社会成员错误"前理解"进行纠偏,引导其树立适切的教育教学观念,是提升政策落实有效性的必要策略。
"喻"的思想根植于我国教育思想史,明晰"喻"的基本内涵与教育学理定位,挖掘其所蕴含的整体方法论意蕴,对于溯源、重建和确立当代中国教育教学方法论系统和历史图景,具有重大现实意义.在生成论教学哲学视域下,教学之"喻"具有建构关系性存在、凝聚和彰显中华文化教育之道的内在精粹、引导教学走向至善等独特教育学理定位,进而具有以教学生成性、超越知识观、人文化成取向为核心的教学本体论、认识论和价值论等多方面的教学哲学意蕴."喻"的当代研究与转化任重道远.
"互联网+"背景下,以互联互通、资源共享、多元交流等为显著技术特征的教学存在新形态正在逐渐形成.相应地,教学价值革新与机制重建、教学思维方式的适应性转换等,构成教学理论与实践所面临的新的问题领域,新的问题与挑战则呼唤新的教学意识的引领与支撑.鉴于此,需要在诸如学习即联结、教学关系优先等方面,建立起新型教学思维和新的学理视域.
语文深度学习概念的演进经历了孕育阶段、萌芽阶段、发展阶段、深化阶段,依次出现了"思维深度说""文本解读深度说""套用泛化说""语用能力深度说""语文核心素养说""全人发展说"等观点,并在每个不同阶段表现出不同的内涵意蕴和思想立场,呈现出从语文教学走向语文教育的研究嬗变历程.在培养学生核心素养的时代背景下,未来语文深度学习在目标维度上指向全人发展,在内容维度上强调关联整合,在学习方式维度上着意整体运用.
