走向精神相遇的师生对话

发布时间：2018-05-16 11:45

本文选题：教育 + 师生对话　；参考：《西南大学》2017年硕士论文

【摘要】：师生对话是师生关系的本真存在方式,是开启教学意义之门的钥匙,对构建师生精神世界与夯实教育之根基发挥着重要功用。然而现实的教育实践中的师生对话却陷入迷途。作为一种教育病理现象,失真的师生对话日益萎缩、丧失其应有的正向功能,从而在整体上对教育产生负面效应。伴随着师生对话失真相对而来的便是对师生对话本身的偏见与误解,要么将其视为师生在交往中的绝对合意,要么当作师生各自的无限衍义,总而言之未能正确区分“失真的师生对话”与“师生对话”之间的关系,对此理应进行澄清。作为一种指向人的实践活动,本真的教育应当是师生间深层次的灵魂交往互动的过程,在此交往过程中“以人为本”的教育目的得以落实。因此在对话中,师生不再是非此即彼的主体论取向,而是一种互益共存的和谐共生性存在,这本是教育的应有之义。当前无论是在教育理论书写还是实践操作中,都越来越强调人的回归,越来越坚守以人为本的教育价值立场,这与上述本真教育的内涵相呼应。总之,无论是本真的教育,还是以人为本的教育价值取向,都在呼唤与之相切的师生对话。综上所述,无论从以人为本的教育价值立场出发,还是从教育实践中存在的师生对话失真现象反思,抑或是从人们对师生对话存在的偏见与误解来看,都迫切要求我们聚焦于师生对话的研究。按照澄明核心概念、分析存在问题、探究失真原因、提出解决路径的研究思路,文章共包括四部分:第一部分,澄明师生对话的本真内涵。教育场域中的师生对话,与其他社会领域中的对话相比有其自身独特性。站在以人为本的教育价值立场上,在把握“教育理念”以及“对话”的内在一致性和共同性的基础上,最终认为师生对话是立足于师生共在的教学世界,旨在实现精神相遇和生成存在意义的交往活动。它有三个特征:从起点与归宿来看,本真的师生对话发生于相对独立的教学世界;从内核来看,师生对话以师生间的精神相遇为其实质;从效用来看,师生对话是一项发现和拓展存在意义的正向力量。第二部分,对失真的师生对话现象进行现实表征。师生间存在着虚假表演、追求效率、苛求共识、过度诠释等四种失真的现实表征。这又归纳为两种类型:(1)伪对话。此时的对话只是实现外在目的的手段,最终会陷入权力主义的迷雾,通过集权制度来控制对话,是一种“以一统多”的对话模式。(2)弱对话。这种对话体现为漫无目的的闲扯。仅凭个人情感来支配对话的进程,最终会陷入虚无主义的幽谷,是一种“以多解一”的对话模式。第三部分,探究师生对话失真原因。从精神相遇作为师生对话的本真内核着眼,目的与手段的颠倒、同一与差异的失衡、自在与自为的错位等三个原因导致师生对话误入歧途,走向失真。归纳起来,原因有三。其一,知性思维对师生交往造成负面效应。其二,霸权性的话语环境阻碍师生对话正常实施。其三,同一化的学生评价制度导致师生对话难以运行。第四部分,结合对师生对话失真的现实表征和归因,对师生对话走向本真提出解决路径:关注师生心灵世界的共同成长;营造充满开放、民主氛围的话语环境;构建差异优先的学生评价制度。
[Abstract]:The dialogue between teachers and students is the true way of the relationship between teachers and students. It is the key to the opening of the meaning of teaching. It plays an important role in building the spiritual world of teachers and students and the foundation of ramming education. However, the dialogue between teachers and students in the practical educational practice is lost. As a pathological phenomenon of education, the distorted dialogue between teachers and students is shrinking and losing its need. There are positive functions, which have a negative effect on education as a whole. With the relative distortion of the dialogue between teachers and students, it is the prejudice and misunderstanding of the dialogue between teachers and students, or it is regarded as the absolute agreement between teachers and students in communication, or as the infinite derivative of the teachers and students. In a word, the "false teacher and student dialogue" can not be correctly distinguished. The relationship between "dialogue between teachers and students" should be clarified. As a practical activity directed to human beings, true education should be a process of deep interaction between teachers and students. In the process of communication, the educational purpose of "people-oriented" is implemented. Therefore, in the dialogue, the teachers and students are no longer the subject of the other or the other. It is a harmonious symbiotic existence of mutual benefit and coexistence, which is the proper meaning of education. At present, both in the writing of educational theory and in practice, more and more emphasis is placed on the return of human beings, and more and more adhere to the educational value position of the people. This corresponds to the connotation of the above true education. In a word, whether it is true and true Education, or the orientation of human centered educational value, calls for dialogue with the teachers and students. In summary, from the point of view of people-oriented educational value, or from the phenomenon of dialogue distortion between teachers and students in the practice of education, or from the prejudice and misunderstanding of the dialogue between teachers and students, it is urgent for us to get together. Focus on the study of the dialogue between teachers and students. According to the clear core concept, it analyzes the existing problems, explores the causes of distortion, and puts forward the research ideas of solving the path. The article includes four parts: the first part, clarifying the true connotation of the dialogue between teachers and students. The dialogue between teachers and students in the educational field has its own uniqueness compared with the dialogue in other social fields. On the basis of understanding the intrinsic consistency and homosexuality of "educational concept" and "dialogue", the author believes that the dialogue between teachers and students is based on the teaching world in which teachers and students are in common. It aims at realizing spiritual encounter and generating communicative activities of significance. It has three characteristics: from the starting point and the end result, the truth is true. The dialogue between teachers and students occurs in a relatively independent teaching world; from the core point of view, the dialogue between teachers and students is the essence of the spiritual encounter between teachers and students. From the perspective of utility, the dialogue between teachers and students is a positive force to discover and expand the significance of the existence. The second part is a realistic representation of the distorted teacher and student dialogue phenomenon. There are false performances between teachers and students. There are four distorted realistic representations of efficiency, demanding consensus and overinterpretation. This is summed up in two types: (1) false dialogues. The dialogue at this time is only a means to achieve external purposes, and eventually it will fall into the mist of power and control dialogue by centralization. (2) weak dialogue. This dialogue embodies For the aimless gossip. The process of controlling the dialogue only by personal emotion will eventually fall into the valley of nihilism, a dialogue model of "one solution to one". The third part is to explore the reasons for the distortion of the dialogue between teachers and students. The spiritual encounter is the true core of the dialogue between teachers and students, the reversal of the purpose and means, the imbalance of the same and the difference, The three reasons, such as the dislocation of freedom and self, lead to the dialogue between teachers and students, and lead to distortion. The reasons are three. One is that the intellectual thinking causes negative effects on the communication between teachers and students. Secondly, the hegemonic discourse environment hinders the normal implementation of the dialogue between teachers and students. Thirdly, the same student evaluation system leads to the difficult operation of the dialogue between teachers and students. Fourth In part, combining the realistic representation and attribution of the distortion of the dialogue between teachers and students, it puts forward a solution to the truth of the dialogue between teachers and students: to pay attention to the common growth of the spiritual world of teachers and students, to create a discourse environment full of open and democratic atmosphere, and to build a student evaluation system with the priority of differences.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G456

【参考文献】