场馆教育中的师生身份及其关系构建——基于第一人称的叙事分析

发布时间：2018-03-14 00:12

本文选题：场馆教育　切入点：师生身份　出处：《基础教育》2017年04期 　论文类型：期刊论文

【摘要】：伴随场馆的繁荣与"场馆学习"频次的增加,其教育作用也日渐显化。场馆教育中教师与学生的身份及其关系亟待明确的界定。基于第一人称的叙事分析发现,场馆的开放性特点决定了,教师身份不再局限于某一类人或群体,它是多样的、全域的。同时,但凡走进场馆与展品进行互动,发生经验改变的人都将获得学生身份。场馆教育中师生关系的属性与表现形式主要包括三个方面的内容:基于意义生成的师生包容关系;基于身份自由转换的师生流动关系;基于第三空间的师生平等关系。师生关系的构建也将从教师、学生和场馆三类主体的责任着手,具体包括保持敏感性与主动性,保持学生的好奇心,以及创新场馆资源的参与方式。
[Abstract]:With the prosperity of stadiums and the increasing frequency of "stadiums learning", the educational function of stadiums is becoming more and more obvious. The identity and relationship between teachers and students in stadiums and gymnasiums need to be clearly defined. Based on the first person narrative analysis, it is found that, The openness of the venue determines that the identity of a teacher is no longer limited to a certain class of people or groups. It is diverse and global. At the same time, whenever you enter the venue and interact with the exhibits, The attributes and manifestations of teacher-student relations in stadiums and gymnasiums include three aspects: the teacher-student inclusive relationship based on meaning generation, the teacher-student mobility relationship based on the free transformation of identity, and the relationship between teachers and students. The equal relationship between teachers and students based on the third space. The construction of teacher-student relationship will also begin with the responsibility of teachers, students and stadiums, including the maintenance of sensitivity and initiative, and the curiosity of students. And the participation of innovative venue resources.
【作者单位】：陕西师范大学教育学院;
【基金】：2016年度教育部人文社会科学青年基金项目“馆校合作机制的国际比较与本土探索”(项目批准号:16YJC880075) 陕西省田家炳基金会项目“利用场馆推进核心价值观融入中小学校教育研究”(项目编号:SXTJB201613)的阶段性成果
【分类号】：G456

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