师生自主间性论纲

发布时间：2018-03-05 01:11

本文选题：自主间性　切入点：个人自主　出处：《华东师范大学》2017年博士论文　论文类型：学位论文

【摘要】：现实教学对师生自主(性)的开发大异:热心者有之,冷漠甚至轻视者亦有之。原因甚多,要者之一是师生自主关系的认识不足。为深入研究,本文以"主体间性"为理论源泉,以"自主间性"为核心概念,以"问题解决"为基本论域,以理论思辨为研究方式,从内涵到外延,到机制,再到实践,逐步展开讨论。自主间性是指交互主体就个人自主达成共识,依之合理表现个己自主,支持各方自主协同性生成的融合状态。作为内含并超越个人自主的产物,自主间性内含着你-我自主、群-己自主的双重协同,存于团体活动和个己观念等场域,内含达成个人自主的共识、尊重与支持各方自主的表达等行动诉求。自主间性是关系性自主的耦合产物,是主体间性的核心内容,是共同体主义的实践诉求,其认知、行为和情感等维度以身体自主作为载体而合一。学生自主的发展属性和教师自主的专业属性共同决定着师生自主间性的理想形态(或自主间性理念),即以学生自主性素养发展作为旨归;以关于个人自主的存异性共识作为行动基础;以问题化课堂作为生成环境(包括真实世界问题作为对象、形成认知问题作为起点,理解性对话作为方法)等。鉴于问题情境是个人自主充分表现的场域,学生自主素养发展的主要途径是真实问题情境化解,教师自主的充分表现是依据课程内容指导学生设计和化解真实问题情境;因而,师生自主间性的面向对象是真实问题(内含学科问题、认知问题)及其化解。作为教学活动的要素,课程与问题解决存在紧密联系:其文本本源是人类真实问题的解决,其掌握过程是认知问题的解决,其学习基础是问题结构的理解。作为团体活动的重要组成,教师和学生需要建立良好的班级组织规范、对象性实践规范和合作交流规范,以实现自主间性(尤其情感维度和行为维度)的有序生成。立足于自主间性和最近发展区的理念,教师和学生首先通过协商作好主体性准备(包括达成自主共识、构建学习小组和形成课堂规则),联合作好对象性准备(理解教学设计依据、发现真实实践对象和制定教学活动方案)。然后,师生遵循"问题解决"程序(包括困惑呈现、问题澄清和问题聚焦等问题提出环节,问题表征和策略构建等问题分析环节,方案制定、方案实施和结果评价等问题化解环节),并在每一环节遵循"以学为本,即学生先学,教师后教或小组研讨"的原则,努力耦合二者的自主表现,以此实现自主间性体验(内含各方自主体验)的最大化。为了促使自主间性或个人自主体验转变为素养,教师要引领学生自主的系统化生成,学生要卷入教师自主的深刻化发展,并且师生要通过多种途径强化自主间性(及个人自主)。为了更好地促进自主间性的教学实践,教师和学生应当认清自主实践的基础(包括个人自主的社会根源、学生自主的行动条件、教师自主的专业表现),并增强自主间性实践的可能(向管理人员争取更多的机会,向教辅人员争取更多的资源,向社区家长解释自主的内涵),学校管理人员则要深刻理解个人自主的内涵,认识自主间性的意义,并为师生自主间性的实践提供支持。
[Abstract]:Practical teaching of teachers and students autonomy (of) development is very different: enthusiastic persons, indifferent and even contempt. There are those who are one of the reasons, there is a lack of awareness of teachers and students autonomous relations. For further research, based on the "inter subjectivity" as the theoretical source, to "independent of" as the core concept. With "problem solving" as the basic domain, by way of theoretical analysis, from the connotation to the extension, the mechanism to practice, gradually expand the discussion. The independent is refers to the main interaction between individual autonomy to reach a consensus, according to the reasonable performance has autonomy, support the independent synergy generated fusion state. As with individual autonomy and beyond the product, independent of with you - my independent, double - has independent cooperative group, in group activities and has a concept field, including personal autonomy reached consensus, respect and support the expression independent of the action since the appeal. The main products of the relationship between the coupling is independent, inter subjectivity is the core content, is the practice, communitariand the cognition, behavior and emotion dimension to body autonomy as a carrier and one. Learner autonomy and teacher autonomy in the professional attributes of common attributes was determined between the teachers and students are ideal form (or independent of the concept, namely) students' autonomy quality development as the purpose of personal autonomy; to seek consensus as the basis for action; to the problem of the classroom as a production environment (including the real world as the object, the formation of cognitive problems as a starting point, to understand the dialogue as a method). In view of the problem situation the field is full performance of individual autonomy, the main way for students to self accomplishment is to resolve the real problem situation, the full performance of teacher autonomy is based on the curriculum content to guide students to design and solve it The real problem situation; therefore, teachers and students of independent object oriented real problems (including discipline problems, cognitive problems and its solution). As the elements of teaching activities, courses and problem solving are linked: the text is to solve the real problem of human origin, the master process is to solve cognitive problems, learning based the problem is the understanding of the structure. As an important component of group activities, teachers and students need to establish a good class organization standard, object practice norms and cooperation norms, in order to realize the autonomous (especially between dimensions of emotional dimension and behavior) in order to generate. Based on independent of the zone of proximal development concept, teachers and the students first through consultation for subject preparation (including independent reached consensus, build learning group and the formation of classroom rules, combined with object to prepare) (understanding teaching design basis, find it The practice and development of teaching activities for object). Then, the teachers and students follow the "problem solving" program (including the present problems and confusion, clarify the focus of questions such as link, construction of problem representation and strategy analysis, planning, implementation and evaluation results and other issues to resolve, and links) in each link to follow "to learn this, that students first learn, or group discussion" teachers teach the principles of independent performance to the coupling of the two, in order to achieve independent of experience (including all self experience maximization). In order to make independent of individual autonomy or experience into literacy, teachers should lead the system generate the autonomy of students, students should be involved in deep development of teacher autonomy, teachers and students should strengthen the self interaction through a variety of ways (and personal autonomy). In order to better promote the autonomy of teaching practice, teachers and students should When identified based autonomous practice (including personal social causes, on their own initiative, teacher autonomy and professional performance), enhance the independent of practice may (to managers for more opportunities, strive for more resources to explain the connotation of teaching staff to the autonomous community of parents, school management) workers will have to deeply understand the connotation of individual autonomy, understanding the meaning of self-determination, and provide support for teachers and students of the independent practice.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G420

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