高校交往教学的缺失与建构研究

发布时间：2019-02-20 19:10

【摘要】：交往是人类所特有的社会实践活动,它构成了人类存在的方式,体现了人的主体性特点。随着社会的进步与发展,交往从数学、哲学、社会学领域转入教育领域,试图转变传统教学“主体—客体”教学模式将教师作为教学活动主体和中心地位,学生处于被动地位的缺陷。通过对交往本质的哲学审思建构“主体(教师)—客体(媒介)—主体(学生)”教学模式,重塑学生参与教学活动的主体性地位,其最高目标是实现学生主体的“解放”,提倡建立平等、民主的师生关系,因为师生交往关系质量的高低将直接影响教学的效果。从认知教学论“知识本位”转向人的“全面发展”。交往教学具有生成性、创造性、主体性等特点,自20世纪80年代其相关理论引入我国以来,关注学生“主体间性”、构建良好师生关系的思想,符合社会主义“人的全面发展”学说,切合了我国“素质教育”的理念。高等教育具有“教学科研、人才培养和社会服务”三大功能,特别是“人才培养”需要通过课堂教学来实现。高校也是培养创造性、创新性人才的发源地,与其他教育层次的学生相比,进入高等教育阶段的学生有一定的知识积累量,认知能力和思维逻辑能力较强,为交往教学的开展提供了一定的物质基础。本文共分为四个部分,绪论部分主要涉及本文选题缘由、研究意义、国内外相关文献综述以及主要研究方法和研究思路。第一部分从交往相关概念入手,结合文献资料对交往、交往教学和高校交往教学的定义、特征与内涵进行了界定,并阐述了交往教学的理论基础;第二部分从参与交往教学的主体学生和教师、交往教学本质以及交往教学实现途径入手,结合高等教学的特点,分析了高校交往教学应具备的基本特征;第三部分通过课堂观察法和问卷调查法对当前高校课堂教学的现状、交往教学缺失与出现阻隔的原因以及影响开展交往教学的主要因素进行了详尽的分析;第四部分针对当前高校开展交往教学出现的主要问题,从交往主体学生和教师、教学评价制度、教学环境等方面提出了具体的措施与对策,认为建立民主、平等的师生关系;以语言或非语言符号为教学媒介,对话教学主要途径;改善教学空间环境;建立多元化评价体系等,是构建高校交往教学,提高教学质量的主要对策。
[Abstract]:Communication is a special social practice activity of human beings, which constitutes the way of human existence and embodies the characteristics of human subjectivity. With the progress and development of society, communication has changed from mathematics, philosophy and sociology to the field of education, trying to change the traditional teaching mode of "subject-object", which regards teachers as the main body and central position of teaching activities. The defect that students are in a passive position. Through the philosophical review of the essence of communication, the author constructs the teaching mode of "subject (teacher), object (medium)-subject (student)", and rebuilds the subjective position of students' participation in teaching activities. Its highest goal is to realize the "emancipation" of students' subject. We advocate the establishment of equal and democratic teacher-student relationship, because the quality of teacher-student relationship will directly affect the teaching effect. From the cognitive teaching theory "knowledge-based" to the "all-round development". Communicative teaching has the characteristics of generative, creative and subjective. Since its related theory was introduced into China in 1980s, it has paid close attention to the students'"intersubjectivity" and constructed a good teacher-student relationship. In line with the socialist theory of "all-round development of human", the concept of "quality education" in China. Higher education has three functions of "teaching and scientific research, talent training and social service", especially "talent training" needs to be realized through classroom teaching. Colleges and universities are also the birthplace of creative and creative talents. Compared with students at other levels of education, students who enter the stage of higher education have a certain amount of knowledge accumulation, strong cognitive ability and logical ability of thinking. It provides a certain material basis for the development of communicative teaching. This paper is divided into four parts, the introduction mainly involves the reason of the topic, the significance of the study, the literature review at home and abroad, as well as the main research methods and research ideas. The first part begins with the concept of communication, and combines the literature to define the definition, characteristics and connotation of communication, communication teaching and college communication teaching, and expounds the theoretical basis of communication teaching. The second part starts with the main students and teachers involved in the communicative teaching, the essence of the communicative teaching and the ways to realize the communicative teaching, and analyzes the basic characteristics of the communicative teaching in colleges and universities combined with the characteristics of the higher teaching. The third part through the classroom observation method and the questionnaire survey method has carried on the detailed analysis to the present university classroom teaching present situation, the contact teaching flaw and the appearance barrier as well as the main factor which the influence carries on the intercourse teaching; The fourth part puts forward concrete measures and countermeasures from the aspects of students and teachers, teaching evaluation system, teaching environment and so on, aiming at the main problems of developing communicative teaching in colleges and universities, and holds that we should establish a democratic and equal teacher-student relationship. Taking language or non-linguistic symbols as the teaching medium, the main ways of dialogue teaching, improving the teaching space environment and establishing a pluralistic evaluation system are the main countermeasures to construct the communicative teaching and improve the teaching quality in colleges and universities.
【学位授予单位】：中南民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G642
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本文编号：2427164