教学世界:生活世界与科学世界的双向二重化

The Teaching World： a Bidirectional Transformation between Life World and Science World

教育学界关于“教学（教育）回归生活”的困惑和争议仍在持续。在教学论层面深入探讨教 学世界和生活世界、科学世界的关系仍然具有重要的理论意义和实践意义。在教学论（和教育学）话语 中，我们可以从三个世界，即教学世界、生活世界和科学世界的视角来认识教学世界与其它世界的关 系。教学世界是生活世界和科学世界的中介，是生活世界与科学世界的双向二重化，即化科学世界为 生活世界和化生活世界为科学世界。教学就是在这种双向二重化的过程中，将其转化的结果沉淀在学 生的精神世界里，最终实现教学之目的。“教学回归生活世界”的提法失之片面，正确的提法应当是：教 学面向生活世界，超越生活世界，走向科学世界。

In the educational community，the discussion of ateaching/education returning to life^ still remains confusing and contentious* Therefore， it is of great importance both in theory and practice to explore the relationship amongthe teaching world， life world and science world from the perspective of instructional theory. In the discourse of instructional theory/educational theory， the relationship between teaching world and other worlds can be discussed from the perspectives of the three worlds， namely the teaching world， life world and science world. Ininstructional theory， the teaching world， which occupies an intermediate position between the life world and science world， can achieve the bidirectional transformation betweenthe life world and science world ； in other words， it turns the science world into the life world and transforms the latter into the former. It is in the process of the bidirectional transformation that teaching can achieve its purposes through instilling its influence into students ’ spiritual world. Therefore the idea of u teaching returning to life^ is onesided ;instead ? it5 s essential that teaching should focus on the life world， go beyond the life world and toward the science world.