【摘要】 关于"有效教学"的概念解读和实践样态颇为多样,基于生成论教学哲学的基本立场可以深刻透视、反思其发展状态及问题并尝试新的理论建构。本体论层面的考察能够弥补既有研究的方法论盲区,聚焦教学存在则有助于澄清"教学有效性"的合法性定位以及教学中个体与社会发展价值的一体化生成关系。对"教学有效性"概念内涵的本然理解,可以从"教与学对成关系"的真实生成的事实基础、促进人的可持续的自我超越的价值基准、持续促进人与文化双重建构和整体生成的历史标准等三个维度来整体把握。基于关系优先的思想和关系思维,对"教学有效性"的行动理解应该也可以基于关系和在关系中展开,并应该处理好其中的直接与间接、显性与隐性、同一与差异这样三对关系。目前关于教学有效性的研究,需要从"可以""应该"研究,回归到"无意识地天然地直面"和"不得不本然地研究"的层面。更多还原

【Abstract】 The conceptual interpretation and practice of "effective teaching"are quite diverse.Based on the basic standpoint of Generative Teaching-learning Philosophy(GTP),we can have a deep insight into its development state and problems,and try new theoretical construction.Ontological investigation can make up for the methodological blind spot of existing research,while focusing on the existence of teaching-learning can help clarify the legitimacy positioning of "teaching-learning effectiveness"and the integration of individual and social development value in teaching-learning.The natural understanding of the connotation of the concept of "teaching-learning effectiveness"can be grasped from three dimensions:the factual basis of the true generation of the relationship between teaching and learning,the value criterion of promoting the sustainable self-transcendence of human beings,the historical criterion of promoting the dual construction of human beings and culture and the overall generation.Based on the relationship-first thinking and relational thinking,the action understanding of "teaching-learning effectiveness"should also be based on and developed in the relationship,and should deal with the three pairs of relationships including direct and indirect,explicit and implicit,identity and difference.At present,the research on teaching-learning effectiveness needs to return from "can"and "should"to"unconsciously and naturally facing"and "having to study naturally".更多还原