课堂文化的批判与建设

发布时间：2018-06-27 06:48

本文选题：课堂文化 + 教学活动　；参考：《西南大学》2009年博士论文

【摘要】： 20世纪末,我国开始了新中国成立以来的第八次基础教育课程改革。当课程改革进入课堂、遭遇师生的课堂教学生活时,两者之间的碰撞便拉开了序幕。在碰撞中,原来隐匿在现有课堂中的一些问题逐渐暴露了出来。从理论上思考这些问题,提出切实有效的解决办法,关系到课程改革在课堂里的实践命运。教学是精神处于自由状态的师生通过精神相遇生成属于自己的观点和思想的商谈性活动。课堂文化是师生精神相遇的文化,课堂的物质条件、制度、信念和价值,是师生精神相遇的文化环境。从理论上讲,师生之间在这种特殊的环境中按照“商谈伦理”展开的精神相遇,不应该成为一方对另一方的精神控制,而应该是课堂成员的理性启蒙和精神解放。从文化学的角度,本文将围绕“课堂文化在功能上为什么会由理性启蒙、精神解放异化为精神控制”这一核心问题展开对课堂文化的探讨,提出新型课堂文化的建设策略。全文分为八个部分: 第一部分,导论。明确所要研究的核心问题——课堂文化的异化问题,从理论上阐明研究这一问题的重要性。对课堂文化的已有相关文献进行归类、整理和分析,从中发现研究的突破口和着力点。概要介绍本研究的目的与意义、思路与方法。第二部分,课堂的文化透视。站在文化学的立场上,从课堂教学活动和课堂环境两个方面对课堂进行文化透视,回答“课堂里存在哪些重要的文化现象”这一问题。对课堂教学活动的文化透视,集中探讨了师生背负的文化印记、教学目标的价值理性考量、知识的选择和对待知识的态度以及知识的课堂实践命运、教学评价中价值判断被遮蔽的文化根源。对课堂环境的文化透视,集中探讨了课堂时间和课堂空间安排的文化心理效应、课堂中的纪律与自由、显在和潜在课堂制度、课堂的信念和价值。第三部分,课堂文化的本体追寻。从共时态和历时态两个维度探讨课堂文化的本质和特征,对课堂文化的组成部分及其关联进行静态分析和动态把握,描述课堂文化的结构和功能,回答“课堂文化是什么”、“课堂文化是如何演变的”等本体问题。通过研究,我们认为,课堂文化,从内涵上讲,是教学活动以及对教学活动起支撑、规范和引领作用的课堂物质条件、课堂制度、课堂信念、课堂价值的总和;从本质上看,是师生在课堂里精神相遇的文化。精神相遇的结果,既可能是课堂成员的精神解放——从偏见中解放出来,也可能是课堂成员的精神束缚——在偏见中越陷越深;双重性、动态性、依附性和滞后性,是课堂文化的主要特征;课堂文化包括课堂教学文化和课堂环境文化两个组成部分,前者具体包括课堂教学活动的主体文化、目标文化、内容文化和评价文化,后者主要包括课堂物质文化、课堂制度文化和课堂精神文化;作为一个有机整体,课堂文化具有传承和创新知识、转变个体状态等基本功能。第四部分,课堂文化的异化及其反思。课堂文化的异化,是指课堂文化在功能上由理性启蒙到精神控制的隐蔽性变化。异化的路径有两条:观念灌输利对观念灌输起支持作用的课堂奖惩。导致课堂文化异化的主要原因有五个:思想领域“定于一尊”的传统;学校教育的政治化倾向;知识选择的话语权被垄断;知识教学上的教条主义;单向度的教学评价。第五部分,课堂文化建设的理论基础。有哪些理论可以深化我们对课堂文化异化问题的理性认识,以便为新型课堂文化的建设奠定坚实的基础,使课堂文化在功能上由精神控制复归于理性启蒙,这是本部分所要回答的问题。本研究认为,“单向度”理论、“文化霸权”理论和生态伦理,既是认识课堂文化异化问题的理论工具,也是建设新型课堂文化的理论基础。第六部分,课堂文化建设的现实依据。在现实中,课堂文化的重建,是否到了势在必行的程度,这是本部分所要探讨的问题。通过研究,我们认为,从文化特性上讲,教学改革主张承认和尊重学生的主体地位、谋求竞争与合作在课堂教学中的统一、注重培养学生的创新精神和实践能力,现有课堂文化具有师生关系上的权威与服从、知识教学上的教条与保守、教学方法上的灌输与说教等特点。教学改革与现有课堂文化在文化特性上的这些矛盾,决定了课堂文化重建势在必行。第七部分,课堂文化的建设策略。如何建设课堂文化,这是本文需要回答的最后一个问题,也是本研究的落脚点。我们认为,课堂文化的建设,包括七个方面的内容,即:注重实践智慧生成的课堂教学目标;建立互惠、平等、友好、亲密的师生关系;注重平等对话与自主建构的课堂教学过程;注重能力和创新的课堂教学评价;尊重个人权利的课堂群体文化;形成求异和宽容的课堂教学氛围;建立“共有、共享、共管”的课堂制度。第八部分,结束语。阐明在当代中国社会背景下研究课堂文化异化问题的重要意义。通过对本研究的反思,明确后续研究的努力方向。
[Abstract]:At the end of the twentieth Century, China began the eighth basic education curriculum reform since the founding of new China. When the curriculum reform entered the classroom and encountered the classroom teaching life of teachers and students, the collision between the two began. In the collision, some of the questions that had been hidden in the existing classes gradually exposed. A practical and effective solution is put forward, which is related to the practical fate of the curriculum reform in the classroom. Teaching is a negotiated conversation between students and teachers who are in a free state to generate their own views and ideas through spiritual encounter. Class culture is the culture of the meeting of teachers and students. The material conditions, systems, beliefs and values of the class are the teachers and students. The cultural environment of spiritual encounter. In theory, the spiritual encounter between teachers and students in this special environment according to "business ethics" should not be the spiritual control of one party to the other side, but the rational enlightenment and spiritual liberation of the class members. From the angle of culture, this article will focus on the function of "classroom culture" Why can we discuss the classroom culture and put forward the construction strategy of the new class culture from the reason of reason enlightenment and the alienation of spiritual liberation to the control of the spirit.
The full text is divided into eight parts:
The first part, the introduction, clarifies the problem of the alienation of the classroom culture, clarifies the importance of studying the problem in theory, classifies and analyzes the related literature of the classroom culture, and finds out the breakthrough and the focus of the study. The purpose and significance of the study, the ideas and methods are introduced.
The second part, the cultural perspective of the classroom, from the standpoint of culture, from the classroom teaching activities and the classroom environment two aspects of the cultural perspective to the classroom to answer the question of "what important cultural phenomena in the classroom". The cultural perspective of the classroom teaching activities, the cultural imprint of Teachers and students, teaching objectives are discussed. The value reason, the choice of knowledge, the attitude of knowledge and the practice destiny of knowledge, the cultural root of the value judgment in the teaching evaluation, the cultural psychological effect of the classroom time and the classroom space arrangement, the discipline and freedom in the classroom, and the potential classroom. The system, the faith and the value of the classroom.
The third part, the pursuit of the noumenon of classroom culture, explores the essence and characteristics of classroom culture from the two dimensions of common tense and calendar tense, carries out static analysis and dynamic grasp of the components and their associations of classroom culture, describes the structure and function of classroom culture, and answers "what is the classroom culture" and "how the classroom culture evolves". Through the study, we think that classroom culture, in its connotation, is the material conditions of teaching activities and the supporting, standard and leading role of teaching activities, the classroom system, the belief of the class, the sum of the value of the class; in essence, it is the culture of the spiritual meeting between teachers and students in the classroom. The result of the meeting of the spirit is possible. It is the spiritual liberation of class members - emancipating from prejudice, and may be the spiritual bondage of class members - more deep in prejudice; duality, dynamics, dependence and lag are the main features of classroom culture; classroom culture includes two components of classroom teaching culture and classroom environment culture, the former is specifically included The main culture of classroom teaching activities, the target culture, the content culture and the evaluation culture, the latter mainly include the material culture in the classroom, the classroom system culture and the classroom spiritual culture; as an organic whole, the classroom culture has the basic function of inheriting and innovating knowledge and changing the state of individual.
The fourth part is the alienation and reflection of classroom culture. The alienation of classroom culture refers to the hidden changes in the function of classroom culture from rational enlightenment to spiritual control. There are two ways of Alienation: the idea instilling benefit to the classroom rewards and punishments that support the instillation of ideas. There are five main reasons for the alienation of the classrooms: the ideological field " The tradition of "all in one"; the politicization tendency of school education; the monopoly of the right to speak knowledge; the dogmatism in knowledge teaching; and the evaluation of one dimensional teaching.
The fifth part is the theoretical basis of classroom cultural construction. What theories can deepen our rational understanding of the problem of cultural alienation in class so as to lay a solid foundation for the construction of a new class culture and make the classroom culture return to rational enlightenment in function from mental control to rational enlightenment. This is the question to be answered in this part. The "unidirectional" theory, the "cultural hegemony" theory and the ecological ethics are both theoretical tools to understand the problem of classroom cultural alienation and the theoretical basis for the construction of new class culture.
The sixth part, the realistic basis for the construction of classroom culture. In reality, whether the reconstruction of the classroom culture has reached the necessary level, this is the problem that this part should discuss. Through the study, we think that, from the cultural characteristics, the teaching reform advocates the recognition and respect of the student's main position and seeks competition and cooperation in the classroom teaching. Unity, pay attention to the cultivation of students' innovative spirit and practical ability, the existing classroom culture has the authority and obedience of the relationship between teachers and students, the doctrines and conservatism in the teaching of knowledge, the instillation and preaching of teaching methods. The contradictions between the teaching reform and the cultural characteristics of the existing classroom culture have determined the necessity of the reconstruction of the classroom culture.
The seventh part, the construction strategy of classroom culture, how to build the classroom culture, this is the last question that this article needs to answer, and the end of this study. We think that the construction of the classroom culture includes seven aspects, that is, paying attention to the classroom teaching goals generated by practical wisdom, and establishing a mutually beneficial, equal, friendly and intimate teacher and student relationship. We should pay attention to the classroom teaching process of equal dialogue and independent construction, pay attention to the classroom teaching evaluation of ability and innovation, respect the class culture of individual rights, form the classroom teaching atmosphere of seeking differences and tolerance, and establish a classroom system of "shared, shared and common management".
The eighth part, the end language, clarifies the significance of studying the problem of classroom cultural alienation in the context of contemporary Chinese society. Through the reflection of this study, the direction of the follow-up study is clarified.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G424.21

【引证文献】