后现代哲学视域中的课堂生态及其构建

发布时间：2018-06-04 19:29

本文选题：后现代哲学 + 课堂生态　；参考：《江苏大学》2017年硕士论文

【摘要】：后现代哲学起初以激进的态度彻底否定现代主义哲学,主张破除本质、基础、理性,而后回应其只破不立的诟病,逐渐形成建设性后现代哲学,强调破碎的同时要建立新的有机构成的世界观。二者之间既相互区别,又相互联系、相互依存,都主张向同一性开战,提倡不确定性、多样性、创造性。随着后现代哲学的逐步发展,对教育、课堂的影响也日益彰显,越来越多研究者将后现代思维运用到课堂研究及教学的实践探索中。现实课堂生态在后现代哲学观照下,其问题丛丛。课堂生态平衡被严重破坏,教师、学生、课堂环境之间的有机性缺失,模式化的教学,培养的学生近乎考试机器或工具,课堂里忽视了对人的生命和价值意义的关怀。从后现代哲学视域,对课堂理论框架、实践路径乃至思维模式进行全新探索,希望对构建和谐、绿色、健康的课堂生态有所裨益,只有将课堂生态视为一种自然地状态,并使教育者和受教育者都真正融于课堂生态中去理解课堂教学生活,才能改变以往课堂浮于表面的机械认识。课堂生态在后现代哲学视域中,提出了去除中心、要素异质性、关怀生命等诉求;课堂生态在后现代哲学观照下,其结构、特征、功能等内在意蕴发生了根本性改变;课堂生态理论在后现代哲学思维启发下,逐渐丰富而完善;课堂生态实践路径在后现代哲学指引下,变得多样而通畅。以后现代哲学审视课堂生态,是对现代性以及机械论世界观之于人的生存方式的发展所带来的问题和教育教学的弊端的反思,同时,也是回应现今素质教育及基础教育课程改革实践诉求。以后现代哲学的理路建构课堂生态,不但涉及课程内容或教学方法,更是一种理念、一种思维方式的变革。课堂生态实践路径,可以帮助学校管理者、教师和学生共同创建绿色课堂生态提供具体实施措施,有很强的操作指导性。在现实课程理论和教育教学实践中,在绿色课堂生态里进行教学活动,正被大家所认同,行动也逐步展开。
[Abstract]:At first, the postmodern philosophy completely negates modernism philosophy with a radical attitude, advocates to break the essence, the foundation, the rationality, and then responds to its criticism that only cannot break down, and gradually forms the constructive postmodern philosophy. Emphasis on fragmentation while building a new organic composition of the world view. Both of them are different, interrelated and interdependent. They both advocate the war of identity, uncertainty, diversity and creativity. With the gradual development of postmodern philosophy, the influence on education and classroom is becoming more and more obvious. More and more researchers apply postmodern thinking to the practical exploration of classroom research and teaching. Under the view of postmodern philosophy, the real classroom ecology is a cluster of problems. The ecological balance of classroom has been seriously destroyed, the organic deficiency between teachers, students and classroom environment, the pattern of teaching, the training of students as examination machines or tools, and the neglect of concern for the meaning of human life and value in the classroom. From the perspective of post-modern philosophy, this paper explores the classroom theoretical framework, practical path and even thinking mode, hoping to benefit the construction of harmonious, green and healthy classroom ecology, only to regard classroom ecology as a natural state. Only by making educators and educatees understand classroom teaching life in the classroom ecology can the mechanical understanding of classroom floating in the past be changed. In the field of postmodern philosophy, classroom ecology has put forward the demands of removing center, heterogeneity of elements and caring for life, and its structure, characteristics and functions have been fundamentally changed under the view of postmodern philosophy. The theory of classroom ecology is enriched and perfected gradually under the inspiration of postmodern philosophical thinking, and the path of classroom ecological practice becomes diverse and unobstructed under the guidance of post-modern philosophy. To examine classroom ecology in postmodern philosophy is to reflect on the problems brought about by modernity and the development of mechanistic worldview on the way of existence of human beings and the malpractice of education and teaching, at the same time, It also responds to the practical demands of quality education and basic education curriculum reform. The construction of classroom ecology in postmodern philosophy involves not only the course contents or teaching methods, but also the transformation of ideas and modes of thinking. Classroom ecological practice path can help school administrators, teachers and students to create green classroom ecology to provide specific implementation measures, with strong operational guidance. In the realistic curriculum theory and teaching practice, teaching activities in the green classroom ecology are being recognized by everyone, and the actions are also being carried out step by step.
【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424.21

【参考文献】