审美视野下的教学理解

发布时间：2018-05-30 22:00

本文选题：审美视野 + 教学理解　；参考：《华中师范大学》2012年博士论文

【摘要】：本文通过审美视角对教学进行理解,以教师行为及学生行为中“做”与“受”的统一为切入点认识教学活动中对立统一的美学特征,并充分利用教学活动中各种对立因素培养学生的完美人性,促进学生的全面发展。如果我们以教师应答行为为例,从审美的视角对教师行为进行考察,便会发现教师在教学中所存在的一个较为严重的问题：“受”的缺失。教师在应答行为中对学生及其话语缺乏细心的观察、用心的倾听、虚心的接纳和真诚的尊重,即教师对学生缺乏充分而敏感的“受”。“受”的缺失导致教师对学生的已有知识、经验、需要、思维方式及过程等采取忽视的态度,而仅按照自己的意图或既定的计划来作出行动。换句话说,“受”的缺失导致教师墨守成规地“做”或主观任性地“做”,甚至不顾学生的身心发展仅为自己的利益而“做”。在教学中,教师应抛开个人的实用目的和功利欲望,以审美知觉的方式进行充分而敏感的“受”,洞察学生的理智与情感倾向,尊重他们的经验和思维过程,与学生共同参与、沟通交流,实现教育的目的。在教师和学生所构成的教育关系中,教师始终是积极的行动者,为促进学生身心的健康发展,教师必须主动积极地“做”。教师的“做”体现为教师精心计划并积极推动教学活动,与学生共同参与学习活动,不断满足他们的成长需要等。但要让自己“做”得充分而恰当,教师必须进行充分而敏感的“受”。在教学活动中,教师既是发出者,也是接受者,或者说,教师既是施教者,也应是学习者。教师的“受”体现于教师对学生的成长需要及教学情境中不断变化的教育因素进行敏锐地感知、深刻地洞察和真诚地接纳,并将学生行为作为自己行为的结果来加以承受,主动接受教育意向、所教学科和教学情境等各种客观因素的制约,等等。“受”能消除墨守成规和主观任性的行为,使教师的“做”具有创造性和生成性。在“做”与“受”的统一中,教师既以主动的态度积极地行动,又采取被动的态度进行虚心地接受；教师既要充分运用自己的理性把握教学的方向和目的,又要充分发挥自己的感性顺应学生成长的需要和教学情境的变化；教师既能自由、自主地行动,又能接受客观因素的制约。也就是说,通过感性与理性、主动与被动、自由与限制相统一的教师行为,教学才能实现对学生学习主体的尊重,实现师生的交互作用,保证教与学的有效性。因此,通过教师行为中“做”与“受”的统一,我们可以理解到有效的教学是在各种对立因素的统一中实现的。同时,通过学生行为中“做”与“受”的统一,我们可以认识到有效学习的实现是充分发挥和培育学生的身体与心灵、感性与理性、主动与被动、个性与共性等对立因素并使其和谐发展的过程。学生作为学习者,应接受教师的教诲,接受人类传承下来的知识、观念与经验。有效的学习具有接受的性质,教育必须通过学生的接受或简言之“受”来实现。“受”意味着有一颗能被打动的心并享有自主结合的能力,“受”是主动与被动的循环与统一,是生成实际经验与生活信念。但要实现真正有效的“受”,不能仅仅依靠理智的思维或心灵的活动来完成。教师必须设计丰富的学习活动,让学生全身心地“做”,通过身体与心灵的统一活动,与世界进行多样交往和交互作用,在现实情境中实现真正的思维,并在主动尝试中建构意义,才能使学生真正有效地接受人类文化知识。学习活动中的“受”必须与“做”平衡统一,以使学生的身体与心灵统一活动,感性与理性同时发挥,主动尝试与被动接受完美结合,直接经验与间接经验交互作用,从而获得有意义的知识和经验,促进身心的健康发展。身心的健康发展是身体与心灵、感性与理性、主动与被动等对立因素的充分发挥和均衡发展,它的实质是完美人性的形成与发展。完美的人性如同完美的艺术,是各种对立因素相互作用的结果。完美人性是身体与心灵的均衡发展,感性与理性的相互促进,主动与被动的完美结合,个性与社会性的相辅相成,自由与限制的对立统一。完美人性是我们教育学生的目的,也是学生接受教育的基础,更是人类获得幸福生活的条件。完美人性在审美状态中不断形成与发展,因此,通过审美化的教学活动使学生的完美人性不断形成与发展,是教育者施教和学习者学习的终极目标。
[Abstract]:This paper makes an understanding of the teaching through the aesthetic angle of view , and takes full advantage of the unity of " doing " and " accepting " in the teacher ' s behavior and the students ' behavior to realize the unity of aesthetics in the teaching activities , and make full use of the various opposition factors in the teaching activities to cultivate the students ' perfect humanity and promote the students ' comprehensive development .

If we take teacher ' s response behavior as an example , the teacher ' s behavior is investigated from the perspective of aesthetic view , and the teacher ' s lack of careful observation of students and their words in the course of answering . In other words , the lack of " receiving " results in teachers ' lack of adequate and sensitive " education " . In other words , the lack of " receiving " results in teachers ' lack of adequate and sensitive " education " . In other words , teachers should throw away the practical purpose and utilitarian desire of the students . In other words , teachers should give full and sensitive " reception " to the students ' existing knowledge , experience , needs , thinking ways and processes . In other words , teachers should throw away the students ' practical purpose and utilitarian desires , and respect their experience and thinking process , and share with the students for the purpose of education .

Teachers are active actors in the education relationship formed by teachers and students . In order to promote the healthy development of students ' physical and mental health , teachers must actively participate in the teaching activities . Teachers must be fully and properly trained . In the course of teaching activities , teachers are both teachers and learners . In the teaching activities , teachers are both teachers and learners . In the teaching activities , teachers are both teachers and learners . In the teaching activities , teachers are both teachers and learners .
Teachers should make full use of their rational grasp of the direction and purpose of teaching , but also give full play to their perceptual adaptability to the needs of students ' growth and the change of teaching situation ;
Therefore , through the unity of " doing " and " receiving " in teacher ' s behavior , we can understand that effective teaching is realized in the unification of various opposition factors .

At the same time , through the unity of " doing " and " accepting " in the behavior of students , we can realize that the realization of effective learning is the process of giving full play to and cultivating students ' physical and spiritual , emotional and rational , active and passive , personality and commonness .

The healthy development of physical and mental health is the full play and balanced development of the opposite factors such as body and mind , sensibility and reason , active and passive , and its essence is the formation and development of perfect human nature . Perfect human nature is the result of the interaction of various opposition factors .
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G420

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