教学交往“对话”品性的迷失与回归

发布时间：2019-01-13 08:48

【摘要】：对话不仅是教学交往的主要形式和途径,它更构成了教学交往的重要品性和灵魂。然而,在现实的教学交往过程中,"对话"品性却在不知不觉中迷失了。文章指出这种教学交往"对话"品性的迷失主要表现为:教师把持了教学交往的主动权和话语权,民主、平等、尊重、信任、宽容和爱在教学交往中严重缺位,繁杂的训练和记诵取代了对课程内容(文本)的多元理解和解读。文章分析了其主要原因在于:师生对话意识的高度淡漠,教师对教育权威的深度误读,师生生存交往的典型缺失,哲学解释学思维的严重缺位。最后,文章认为,回归教学交往的"对话"品性必须做到:树立平等意识,做到真诚倾听;淡化权力观念,重视内在权威;优化师生交往,构建生存关系;"悬置"传统的教学认识方式,以哲学解释学的思维关照教学交往。
[Abstract]:Dialogue is not only the main form and way of teaching communication, but also the important character and soul of teaching communication. However, in the process of teaching communication, the character of dialogue is lost unconsciously. The paper points out that the loss of the character of "dialogue" in teaching communication is mainly manifested in the following aspects: teachers hold the initiative and voice of teaching communication, democracy, equality, respect, trust, tolerance and love are seriously absent in teaching communication. Complicated training and memorization have replaced the pluralistic understanding and interpretation of curriculum content (text). The paper analyzes the main reasons are: the high indifference of teachers and students' awareness of dialogue, the deep misreading of educational authority by teachers, the typical absence of teachers and students' existence and communication, and the serious absence of philosophical hermeneutics thinking. Finally, the article holds that the character of "dialogue" in returning to teaching communication must be achieved: to establish the sense of equality, to listen sincerely, to desalinate the idea of power, to attach importance to the internal authority, to optimize the communication between teachers and students, and to construct the relationship of existence; The traditional teaching cognition mode of "suspension" concerns teaching communication with the thinking of philosophical hermeneutics.
【作者单位】：首都师范大学教育学院;
【基金】：笔者主持的教育部人文社会科学项目“从‘规训’到‘对话’:走向对话的教学研究”(08JC880027)的阶段性成果
【分类号】：G424

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