主体间实践视角下教学机智的生成逻辑研究
发布时间：2018-08-07 08:20
【摘要】：教育的新发展是新时代的要求,教学的发展是教育发展的本体,教育的一切意义、目的、过程和结果等都是通过教学过程得以集中体现。因此,教师在教学过程中的地位、素养、品质等方面的发展越来越受到社会的重视,培养机智型教师的呼声也愈来愈高。教学机智是一种价值追求,同时它也具有强烈实践感,教师机智不能仅仅存在于大脑或意识中,只有通过具体的实践活动使其展现,才是真正的教学机智,而这个呈现过程则是师生主体间实践过程。如果教师在课堂教学中能够把处于不断发展变化中的学生当做学习者主体,并不断提高自己指导者主体的主体性程度,每节课都会有机智火花的闪耀,那么就可以做一个优秀的教学指导者主体。 本文站在前人研究的基础上,主要运用文本分析的方法,借用具有代表性的课堂片段或者教育教学优秀范例,针对教学机智的生成与主体间实践的直观统一特征,来探讨课堂教学中教师机智的生成应该遵循什么样的实践逻辑?这些逻辑是如何展开的?文章分五个部分对这一问题进行论述： 第一部分,引言。说明了选择研究教学机智的原因,并分别介绍了进行该研究的理论和实践意义,并根据研究本身的特点和需要,选择了相应的研究方法。而在研究过程中,通过相关文献的阅览和综述,发掘出本研究的创新生长点,即教学机智在主体间实践的视角下所呈现出的新意蕴。 第二部分,教学机智的意蕴。对问题进行历史源头的探寻和梳理,寻求其最原初的状态,或许会为研究呈现不少启示。所以,研究从对机智的历史表述开始,通过对教学机智的文献综述和相关概念分析,明确本研究中教学机智的意蕴所在：教学机智是师生主体间实践的本质展现,是教师在面对教育教学的不确定情境状况时不失时机地进行意义创生,即在具体的教育教学情境中以合乎适宜的行动对意义的即兴创作和瞬间生成。其中,主体间实践是其背景支撑,情境的不确定性是其催生剂,良好的时机是其成长空间,而最终的意义创生正是教学机智的价值追求。 第三部分,教学机智：师生主体间实践的本质直观。主体间实践是主体与主体之间,或者多极主体之间共生意义,认识真理的实践过程。主体间实践有其自身的内在特性,如主体性、情境性、意向性和反思性等。这些特性同样也是教学机智本身的本质呈现,更是机智生成的本质要求。 第四部分,教学机智生成的三维逻辑建构。基于教学机智与主体间实践的内在统一特征,分别从理性、品性和审美三个维度对教学机智的生成论述,认为教学机智首先是一种意识中已有准备的身体呈现,是基于价值理性指导的理性实践活动,而实践主体各自的存在感,即各自主体的主体性和主体间的相互关心共同构成机智生成的伦理逻辑,从而在师生不对称的相遇过程中展现这种别致独特之美。理性、品性和美,三者相互交织、建构,为教学机智的生成创造可能,同时也是主体间实践活动顺利开展的基本逻辑。另外,教学机智的生成是教师和学生共有的一种价值追求,同时它也是一种实践活动的展开和延伸。所以,它必定会对教学现实提出要求：教师要深刻理解教育教学实践,树立正确的教育合理性观念；要发展主体间师生交往关系,彰显教学机智的伦理品性；要善于及时感知具体教学情境,养成即时反思意识。
[Abstract]:The new development of education is the requirement of the new era. The development of teaching is the noumenon of the development of education. All the meaning, purpose, process and result of education are all embodied through the teaching process. Therefore, the development of teachers' status, accomplishment and quality in the teaching process is being paid more and more attention by the society and training the tact teachers. The voice is becoming more and more high. Teaching wit is a kind of value pursuit. At the same time, it also has a strong sense of practice. The tact of a teacher can not only exist in the brain or consciousness. It is the real tact of teaching only through specific practical activities. This presentation process is a practical process between the teachers and students. If teachers are teaching in the classroom. It is possible to use the students who are in the continuous development and change as the subject of the learner, and constantly improve the degree of subjectivity of the subject of their instructors. Every lesson will have the sparkle of the sparkle of the wit, and then we can be an excellent instructor.
On the basis of previous studies, this paper mainly uses the method of text analysis, using representative class fragments or excellent examples of education and teaching, to discuss what kind of practical logic should be followed in the course of classroom teaching, which should be followed by the intuitive and unified characteristics of the generation of tact and the practice between the subjects. How does this work start? The article is divided into five parts:
In the first part, the introduction explains the reasons for the choice of teaching tact, introduces the theoretical and practical significance of the study, and selects the corresponding research methods according to the characteristics and needs of the research itself. In the course of the study, through the reading and summary of relevant literature, the innovative growth point of this study is discovered, that is, teaching. The new implication of tact in the perspective of intersubjective practice.
The second part, the connotation of teaching tact. The exploration and combing of the source of the history of the problem and the search for its most original state may show a lot of inspiration for the research. Therefore, the study begins with the historical expression of wit, and through the literature review and related concept analysis of the tact, the meaning of the tact in this study is clearly defined. The teaching tact is the essence of the practice between teachers and students. It is an instant creation of meaning when the teacher is confronted with the uncertain situation of education and teaching, that is, improvisation and instantaneous generation of meaning in a specific teaching situation with appropriate action. Qualitative is its birth stimulant, good time is its growth space, and the final meaning creation is the value pursuit of Teaching wit.
The third part, teaching tact: the essence of the practice between the teachers and students. The practice between subjects is the symbiotic meaning between the subject and the subject, or the multipolar subject, and the practice process of the truth. The intersubjective practice has its own intrinsic characteristics, such as subjectivity, situational, intentionality and Rethinking. These characteristics are also the tact of teaching. The presentation of their essence is the essential requirement of tactful generation.
The fourth part, the three-dimensional logical construction of teaching tact. Based on the internal unified characteristics of the Teaching wit and the practice between the subjects, the paper expounds the formation of the Teaching wit from three dimensions of rationality, character and aesthetics, and thinks that the Teaching wit is first of all the body body which has been prepared in the consciousness, and is the rational practice based on the guidance of the value reason. Activities, and the individual sense of existence of the subject of practice, that is, the subjectivity of the subject and the mutual concern among the subjects constitute the ethical logic of the generation of wit, thus showing this unique beauty in the process of meeting the asymmetry of teachers and students. Reason, character and beauty, the three are interwoven and constructed to create the possibility of the creation of the tact of teaching. It is also the basic logic for the smooth development of practical activities between subjects. In addition, the formation of Teaching wit is a kind of value pursuit shared by teachers and students. At the same time, it is also the expansion and extension of a practical activity. Therefore, it is bound to put forward requirements for teaching reality: teachers should deeply understand the practice of education and set up a correct education. Sex concepts; to develop the relationship between teachers and students, to highlight the ethical character of teaching tact; to be good at perceiving the specific teaching situation in time, to develop a sense of immediate reflection.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G451.6
本文编号：2169443
[Abstract]:The new development of education is the requirement of the new era. The development of teaching is the noumenon of the development of education. All the meaning, purpose, process and result of education are all embodied through the teaching process. Therefore, the development of teachers' status, accomplishment and quality in the teaching process is being paid more and more attention by the society and training the tact teachers. The voice is becoming more and more high. Teaching wit is a kind of value pursuit. At the same time, it also has a strong sense of practice. The tact of a teacher can not only exist in the brain or consciousness. It is the real tact of teaching only through specific practical activities. This presentation process is a practical process between the teachers and students. If teachers are teaching in the classroom. It is possible to use the students who are in the continuous development and change as the subject of the learner, and constantly improve the degree of subjectivity of the subject of their instructors. Every lesson will have the sparkle of the sparkle of the wit, and then we can be an excellent instructor.
On the basis of previous studies, this paper mainly uses the method of text analysis, using representative class fragments or excellent examples of education and teaching, to discuss what kind of practical logic should be followed in the course of classroom teaching, which should be followed by the intuitive and unified characteristics of the generation of tact and the practice between the subjects. How does this work start? The article is divided into five parts:
In the first part, the introduction explains the reasons for the choice of teaching tact, introduces the theoretical and practical significance of the study, and selects the corresponding research methods according to the characteristics and needs of the research itself. In the course of the study, through the reading and summary of relevant literature, the innovative growth point of this study is discovered, that is, teaching. The new implication of tact in the perspective of intersubjective practice.
The second part, the connotation of teaching tact. The exploration and combing of the source of the history of the problem and the search for its most original state may show a lot of inspiration for the research. Therefore, the study begins with the historical expression of wit, and through the literature review and related concept analysis of the tact, the meaning of the tact in this study is clearly defined. The teaching tact is the essence of the practice between teachers and students. It is an instant creation of meaning when the teacher is confronted with the uncertain situation of education and teaching, that is, improvisation and instantaneous generation of meaning in a specific teaching situation with appropriate action. Qualitative is its birth stimulant, good time is its growth space, and the final meaning creation is the value pursuit of Teaching wit.
The third part, teaching tact: the essence of the practice between the teachers and students. The practice between subjects is the symbiotic meaning between the subject and the subject, or the multipolar subject, and the practice process of the truth. The intersubjective practice has its own intrinsic characteristics, such as subjectivity, situational, intentionality and Rethinking. These characteristics are also the tact of teaching. The presentation of their essence is the essential requirement of tactful generation.
The fourth part, the three-dimensional logical construction of teaching tact. Based on the internal unified characteristics of the Teaching wit and the practice between the subjects, the paper expounds the formation of the Teaching wit from three dimensions of rationality, character and aesthetics, and thinks that the Teaching wit is first of all the body body which has been prepared in the consciousness, and is the rational practice based on the guidance of the value reason. Activities, and the individual sense of existence of the subject of practice, that is, the subjectivity of the subject and the mutual concern among the subjects constitute the ethical logic of the generation of wit, thus showing this unique beauty in the process of meeting the asymmetry of teachers and students. Reason, character and beauty, the three are interwoven and constructed to create the possibility of the creation of the tact of teaching. It is also the basic logic for the smooth development of practical activities between subjects. In addition, the formation of Teaching wit is a kind of value pursuit shared by teachers and students. At the same time, it is also the expansion and extension of a practical activity. Therefore, it is bound to put forward requirements for teaching reality: teachers should deeply understand the practice of education and set up a correct education. Sex concepts; to develop the relationship between teachers and students, to highlight the ethical character of teaching tact; to be good at perceiving the specific teaching situation in time, to develop a sense of immediate reflection.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G451.6
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