本文選題：教育 + 師生對(duì)話　； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：師生對(duì)話是師生關(guān)系的本真存在方式,是開啟教學(xué)意義之門的鑰匙,對(duì)構(gòu)建師生精神世界與夯實(shí)教育之根基發(fā)揮著重要功用。然而現(xiàn)實(shí)的教育實(shí)踐中的師生對(duì)話卻陷入迷途。作為一種教育病理現(xiàn)象,失真的師生對(duì)話日益萎縮、喪失其應(yīng)有的正向功能,從而在整體上對(duì)教育產(chǎn)生負(fù)面效應(yīng)。伴隨著師生對(duì)話失真相對(duì)而來的便是對(duì)師生對(duì)話本身的偏見與誤解,要么將其視為師生在交往中的絕對(duì)合意,要么當(dāng)作師生各自的無限衍義,總而言之未能正確區(qū)分“失真的師生對(duì)話”與“師生對(duì)話”之間的關(guān)系,對(duì)此理應(yīng)進(jìn)行澄清。作為一種指向人的實(shí)踐活動(dòng),本真的教育應(yīng)當(dāng)是師生間深層次的靈魂交往互動(dòng)的過程,在此交往過程中“以人為本”的教育目的得以落實(shí)。因此在對(duì)話中,師生不再是非此即彼的主體論取向,而是一種互益共存的和諧共生性存在,這本是教育的應(yīng)有之義。當(dāng)前無論是在教育理論書寫還是實(shí)踐操作中,都越來越強(qiáng)調(diào)人的回歸,越來越堅(jiān)守以人為本的教育價(jià)值立場(chǎng),這與上述本真教育的內(nèi)涵相呼應(yīng)�？傊�,無論是本真的教育,還是以人為本的教育價(jià)值取向,都在呼喚與之相切的師生對(duì)話。綜上所述,無論從以人為本的教育價(jià)值立場(chǎng)出發(fā),還是從教育實(shí)踐中存在的師生對(duì)話失真現(xiàn)象反思,抑或是從人們對(duì)師生對(duì)話存在的偏見與誤解來看,都迫切要求我們聚焦于師生對(duì)話的研究。按照澄明核心概念、分析存在問題、探究失真原因、提出解決路徑的研究思路,文章共包括四部分:第一部分,澄明師生對(duì)話的本真內(nèi)涵。教育場(chǎng)域中的師生對(duì)話,與其他社會(huì)領(lǐng)域中的對(duì)話相比有其自身獨(dú)特性。站在以人為本的教育價(jià)值立場(chǎng)上,在把握“教育理念”以及“對(duì)話”的內(nèi)在一致性和共同性的基礎(chǔ)上,最終認(rèn)為師生對(duì)話是立足于師生共在的教學(xué)世界,旨在實(shí)現(xiàn)精神相遇和生成存在意義的交往活動(dòng)。它有三個(gè)特征:從起點(diǎn)與歸宿來看,本真的師生對(duì)話發(fā)生于相對(duì)獨(dú)立的教學(xué)世界;從內(nèi)核來看,師生對(duì)話以師生間的精神相遇為其實(shí)質(zhì);從效用來看,師生對(duì)話是一項(xiàng)發(fā)現(xiàn)和拓展存在意義的正向力量。第二部分,對(duì)失真的師生對(duì)話現(xiàn)象進(jìn)行現(xiàn)實(shí)表征。師生間存在著虛假表演、追求效率、苛求共識(shí)、過度詮釋等四種失真的現(xiàn)實(shí)表征。這又歸納為兩種類型:(1)偽對(duì)話。此時(shí)的對(duì)話只是實(shí)現(xiàn)外在目的的手段,最終會(huì)陷入權(quán)力主義的迷霧,通過集權(quán)制度來控制對(duì)話,是一種“以一統(tǒng)多”的對(duì)話模式。(2)弱對(duì)話。這種對(duì)話體現(xiàn)為漫無目的的閑扯。僅憑個(gè)人情感來支配對(duì)話的進(jìn)程,最終會(huì)陷入虛無主義的幽谷,是一種“以多解一”的對(duì)話模式。第三部分,探究師生對(duì)話失真原因。從精神相遇作為師生對(duì)話的本真內(nèi)核著眼,目的與手段的顛倒、同一與差異的失衡、自在與自為的錯(cuò)位等三個(gè)原因?qū)е聨熒鷮?duì)話誤入歧途,走向失真。歸納起來,原因有三。其一,知性思維對(duì)師生交往造成負(fù)面效應(yīng)。其二,霸權(quán)性的話語(yǔ)環(huán)境阻礙師生對(duì)話正常實(shí)施。其三,同一化的學(xué)生評(píng)價(jià)制度導(dǎo)致師生對(duì)話難以運(yùn)行。第四部分,結(jié)合對(duì)師生對(duì)話失真的現(xiàn)實(shí)表征和歸因,對(duì)師生對(duì)話走向本真提出解決路徑:關(guān)注師生心靈世界的共同成長(zhǎng);營(yíng)造充滿開放、民主氛圍的話語(yǔ)環(huán)境;構(gòu)建差異優(yōu)先的學(xué)生評(píng)價(jià)制度。
[Abstract]:The dialogue between teachers and students is the true way of the relationship between teachers and students. It is the key to the opening of the meaning of teaching. It plays an important role in building the spiritual world of teachers and students and the foundation of ramming education. However, the dialogue between teachers and students in the practical educational practice is lost. As a pathological phenomenon of education, the distorted dialogue between teachers and students is shrinking and losing its need. There are positive functions, which have a negative effect on education as a whole. With the relative distortion of the dialogue between teachers and students, it is the prejudice and misunderstanding of the dialogue between teachers and students, or it is regarded as the absolute agreement between teachers and students in communication, or as the infinite derivative of the teachers and students. In a word, the "false teacher and student dialogue" can not be correctly distinguished. The relationship between "dialogue between teachers and students" should be clarified. As a practical activity directed to human beings, true education should be a process of deep interaction between teachers and students. In the process of communication, the educational purpose of "people-oriented" is implemented. Therefore, in the dialogue, the teachers and students are no longer the subject of the other or the other. It is a harmonious symbiotic existence of mutual benefit and coexistence, which is the proper meaning of education. At present, both in the writing of educational theory and in practice, more and more emphasis is placed on the return of human beings, and more and more adhere to the educational value position of the people. This corresponds to the connotation of the above true education. In a word, whether it is true and true Education, or the orientation of human centered educational value, calls for dialogue with the teachers and students. In summary, from the point of view of people-oriented educational value, or from the phenomenon of dialogue distortion between teachers and students in the practice of education, or from the prejudice and misunderstanding of the dialogue between teachers and students, it is urgent for us to get together. Focus on the study of the dialogue between teachers and students. According to the clear core concept, it analyzes the existing problems, explores the causes of distortion, and puts forward the research ideas of solving the path. The article includes four parts: the first part, clarifying the true connotation of the dialogue between teachers and students. The dialogue between teachers and students in the educational field has its own uniqueness compared with the dialogue in other social fields. On the basis of understanding the intrinsic consistency and homosexuality of "educational concept" and "dialogue", the author believes that the dialogue between teachers and students is based on the teaching world in which teachers and students are in common. It aims at realizing spiritual encounter and generating communicative activities of significance. It has three characteristics: from the starting point and the end result, the truth is true. The dialogue between teachers and students occurs in a relatively independent teaching world; from the core point of view, the dialogue between teachers and students is the essence of the spiritual encounter between teachers and students. From the perspective of utility, the dialogue between teachers and students is a positive force to discover and expand the significance of the existence. The second part is a realistic representation of the distorted teacher and student dialogue phenomenon. There are false performances between teachers and students. There are four distorted realistic representations of efficiency, demanding consensus and overinterpretation. This is summed up in two types: (1) false dialogues. The dialogue at this time is only a means to achieve external purposes, and eventually it will fall into the mist of power and control dialogue by centralization. (2) weak dialogue. This dialogue embodies For the aimless gossip. The process of controlling the dialogue only by personal emotion will eventually fall into the valley of nihilism, a dialogue model of "one solution to one". The third part is to explore the reasons for the distortion of the dialogue between teachers and students. The spiritual encounter is the true core of the dialogue between teachers and students, the reversal of the purpose and means, the imbalance of the same and the difference, The three reasons, such as the dislocation of freedom and self, lead to the dialogue between teachers and students, and lead to distortion. The reasons are three. One is that the intellectual thinking causes negative effects on the communication between teachers and students. Secondly, the hegemonic discourse environment hinders the normal implementation of the dialogue between teachers and students. Thirdly, the same student evaluation system leads to the difficult operation of the dialogue between teachers and students. Fourth In part, combining the realistic representation and attribution of the distortion of the dialogue between teachers and students, it puts forward a solution to the truth of the dialogue between teachers and students: to pay attention to the common growth of the spiritual world of teachers and students, to create a discourse environment full of open and democratic atmosphere, and to build a student evaluation system with the priority of differences.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G456

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