US伙伴协作中的隔阂与差异

发布时间：2017-12-27 11:40

本文关键词：US伙伴协作中的隔阂与差异　出处：《教育发展研究》2013年20期 　论文类型：期刊论文

更多相关文章： 伙伴协作 日常生活 意向性 时序性

【摘要】：作为不同类型实践之间差异与碰撞的表征,隔阂的持续存在并非否定伙伴协作所追求的贯通功能,而是恰好印证了沟通交流的重要价值。立场与态度的差别可以归结为社会劳动分工的附属产品,它既是一种场域所规定了的"文化规则",也是人们的生活策略。常识、解释框架和意向性结构的差异以及视角转换,挑战既定的思维习惯,提供变革的契机,又隐含着交往的障碍,潜藏着抑制对话的种种可能。伙伴协作无法挑战并撼动学校日常生活背后的互动协作体系,但它注定又是目前最有可能撬动整个互动体系的互动形式。时间位差可以证明伙伴协作对双方经验互补的内在合理性,是对自身时间缺憾的弥补与完善,寓含着人类对时间完整感的不懈追求。但这种协作又无法逾越自然设定的时间界限,只能铭刻于有限的时间片断之上。
[Abstract]:As a token of the difference and collision between different types of practice, the continuous existence of estrangement does not negate the function of collaboration pursued by partners, but just confirms the important value of communication. The difference between position and attitude can be attributed to the subsidiary products of social labor division. It is a cultural rule specified in the field, and also a strategy of people's life. The differences between common sense, explanatory framework and intentional structure, as well as the transformation of perspective, challenge the established habit of thinking, provide opportunities for change, and imply obstacles to communication, and hide all possibilities of restraining dialogue. Partner cooperation can not challenge and shake up the interaction and cooperation system behind the daily life of school, but it is destined to be the most interactive form that most likely leverages the whole interactive system at present. Time difference can prove partners on both sides of internal rationality experience complementary, is to make up for time and improve their own shortcomings, it holds the human pursuit of a complete sense of time. But this collaboration can not overstep the time limit set by nature, and can only be engraved on a limited period of time.
【作者单位】：首都师范大学首都基础教育发展研究院;
【基金】：北京市教育科学“十一五”规划课题“特色学校发展路径与策略研究”(CHA09115)的部分成果
【分类号】：G420
【正文快照】： 从马克思的《论费尔巴哈》开始,实践成为一个具有极大历史创造力的概念,[1]它在主观能动性与客观社会现实之间的沟通功能被广泛运用于社会生活中几乎所有的领域。US伙伴协作的根本特征便在于理论与实践的自觉结合,它是大学研究人员与中小学教师共同面向实践,并在实践中运用理

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