本文選題：后現(xiàn)代哲學(xué) + 課堂生態(tài)��； 參考：《江蘇大學(xué)》2017年碩士論文

【摘要】：后現(xiàn)代哲學(xué)起初以激進(jìn)的態(tài)度徹底否定現(xiàn)代主義哲學(xué),主張破除本質(zhì)、基礎(chǔ)、理性,而后回應(yīng)其只破不立的詬病,逐漸形成建設(shè)性后現(xiàn)代哲學(xué),強(qiáng)調(diào)破碎的同時要建立新的有機(jī)構(gòu)成的世界觀。二者之間既相互區(qū)別,又相互聯(lián)系、相互依存,都主張向同一性開戰(zhàn),提倡不確定性、多樣性、創(chuàng)造性。隨著后現(xiàn)代哲學(xué)的逐步發(fā)展,對教育、課堂的影響也日益彰顯,越來越多研究者將后現(xiàn)代思維運(yùn)用到課堂研究及教學(xué)的實(shí)踐探索中�，F(xiàn)實(shí)課堂生態(tài)在后現(xiàn)代哲學(xué)觀照下,其問題叢叢。課堂生態(tài)平衡被嚴(yán)重破壞,教師、學(xué)生、課堂環(huán)境之間的有機(jī)性缺失,模式化的教學(xué),培養(yǎng)的學(xué)生近乎考試機(jī)器或工具,課堂里忽視了對人的生命和價值意義的關(guān)懷。從后現(xiàn)代哲學(xué)視域,對課堂理論框架、實(shí)踐路徑乃至思維模式進(jìn)行全新探索,希望對構(gòu)建和諧、綠色、健康的課堂生態(tài)有所裨益,只有將課堂生態(tài)視為一種自然地狀態(tài),并使教育者和受教育者都真正融于課堂生態(tài)中去理解課堂教學(xué)生活,才能改變以往課堂浮于表面的機(jī)械認(rèn)識。課堂生態(tài)在后現(xiàn)代哲學(xué)視域中,提出了去除中心、要素異質(zhì)性、關(guān)懷生命等訴求;課堂生態(tài)在后現(xiàn)代哲學(xué)觀照下,其結(jié)構(gòu)、特征、功能等內(nèi)在意蘊(yùn)發(fā)生了根本性改變;課堂生態(tài)理論在后現(xiàn)代哲學(xué)思維啟發(fā)下,逐漸豐富而完善;課堂生態(tài)實(shí)踐路徑在后現(xiàn)代哲學(xué)指引下,變得多樣而通暢。以后現(xiàn)代哲學(xué)審視課堂生態(tài),是對現(xiàn)代性以及機(jī)械論世界觀之于人的生存方式的發(fā)展所帶來的問題和教育教學(xué)的弊端的反思,同時,也是回應(yīng)現(xiàn)今素質(zhì)教育及基礎(chǔ)教育課程改革實(shí)踐訴求。以后現(xiàn)代哲學(xué)的理路建構(gòu)課堂生態(tài),不但涉及課程內(nèi)容或教學(xué)方法,更是一種理念、一種思維方式的變革。課堂生態(tài)實(shí)踐路徑,可以幫助學(xué)校管理者、教師和學(xué)生共同創(chuàng)建綠色課堂生態(tài)提供具體實(shí)施措施,有很強(qiáng)的操作指導(dǎo)性。在現(xiàn)實(shí)課程理論和教育教學(xué)實(shí)踐中,在綠色課堂生態(tài)里進(jìn)行教學(xué)活動,正被大家所認(rèn)同,行動也逐步展開。
[Abstract]:At first, the postmodern philosophy completely negates modernism philosophy with a radical attitude, advocates to break the essence, the foundation, the rationality, and then responds to its criticism that only cannot break down, and gradually forms the constructive postmodern philosophy. Emphasis on fragmentation while building a new organic composition of the world view. Both of them are different, interrelated and interdependent. They both advocate the war of identity, uncertainty, diversity and creativity. With the gradual development of postmodern philosophy, the influence on education and classroom is becoming more and more obvious. More and more researchers apply postmodern thinking to the practical exploration of classroom research and teaching. Under the view of postmodern philosophy, the real classroom ecology is a cluster of problems. The ecological balance of classroom has been seriously destroyed, the organic deficiency between teachers, students and classroom environment, the pattern of teaching, the training of students as examination machines or tools, and the neglect of concern for the meaning of human life and value in the classroom. From the perspective of post-modern philosophy, this paper explores the classroom theoretical framework, practical path and even thinking mode, hoping to benefit the construction of harmonious, green and healthy classroom ecology, only to regard classroom ecology as a natural state. Only by making educators and educatees understand classroom teaching life in the classroom ecology can the mechanical understanding of classroom floating in the past be changed. In the field of postmodern philosophy, classroom ecology has put forward the demands of removing center, heterogeneity of elements and caring for life, and its structure, characteristics and functions have been fundamentally changed under the view of postmodern philosophy. The theory of classroom ecology is enriched and perfected gradually under the inspiration of postmodern philosophical thinking, and the path of classroom ecological practice becomes diverse and unobstructed under the guidance of post-modern philosophy. To examine classroom ecology in postmodern philosophy is to reflect on the problems brought about by modernity and the development of mechanistic worldview on the way of existence of human beings and the malpractice of education and teaching, at the same time, It also responds to the practical demands of quality education and basic education curriculum reform. The construction of classroom ecology in postmodern philosophy involves not only the course contents or teaching methods, but also the transformation of ideas and modes of thinking. Classroom ecological practice path can help school administrators, teachers and students to create green classroom ecology to provide specific implementation measures, with strong operational guidance. In the realistic curriculum theory and teaching practice, teaching activities in the green classroom ecology are being recognized by everyone, and the actions are also being carried out step by step.
【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G424.21

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