本文選題：課堂文化 + 教學(xué)活動�。� 參考：《西南大學(xué)》2009年博士論文

【摘要】： 20世紀(jì)末,我國開始了新中國成立以來的第八次基礎(chǔ)教育課程改革。當(dāng)課程改革進(jìn)入課堂、遭遇師生的課堂教學(xué)生活時,兩者之間的碰撞便拉開了序幕。在碰撞中,原來隱匿在現(xiàn)有課堂中的一些問題逐漸暴露了出來。從理論上思考這些問題,提出切實(shí)有效的解決辦法,關(guān)系到課程改革在課堂里的實(shí)踐命運(yùn)。教學(xué)是精神處于自由狀態(tài)的師生通過精神相遇生成屬于自己的觀點(diǎn)和思想的商談性活動。課堂文化是師生精神相遇的文化,課堂的物質(zhì)條件、制度、信念和價值,是師生精神相遇的文化環(huán)境。從理論上講,師生之間在這種特殊的環(huán)境中按照“商談倫理”展開的精神相遇,不應(yīng)該成為一方對另一方的精神控制,而應(yīng)該是課堂成員的理性啟蒙和精神解放。從文化學(xué)的角度,本文將圍繞“課堂文化在功能上為什么會由理性啟蒙、精神解放異化為精神控制”這一核心問題展開對課堂文化的探討,提出新型課堂文化的建設(shè)策略。 全文分為八個部分: 第一部分,導(dǎo)論。明確所要研究的核心問題——課堂文化的異化問題,從理論上闡明研究這一問題的重要性。對課堂文化的已有相關(guān)文獻(xiàn)進(jìn)行歸類、整理和分析,從中發(fā)現(xiàn)研究的突破口和著力點(diǎn)。概要介紹本研究的目的與意義、思路與方法。 第二部分,課堂的文化透視。站在文化學(xué)的立場上,從課堂教學(xué)活動和課堂環(huán)境兩個方面對課堂進(jìn)行文化透視,回答“課堂里存在哪些重要的文化現(xiàn)象”這一問題。對課堂教學(xué)活動的文化透視,集中探討了師生背負(fù)的文化印記、教學(xué)目標(biāo)的價值理性考量、知識的選擇和對待知識的態(tài)度以及知識的課堂實(shí)踐命運(yùn)、教學(xué)評價中價值判斷被遮蔽的文化根源。對課堂環(huán)境的文化透視,集中探討了課堂時間和課堂空間安排的文化心理效應(yīng)、課堂中的紀(jì)律與自由、顯在和潛在課堂制度、課堂的信念和價值。 第三部分,課堂文化的本體追尋。從共時態(tài)和歷時態(tài)兩個維度探討課堂文化的本質(zhì)和特征,對課堂文化的組成部分及其關(guān)聯(lián)進(jìn)行靜態(tài)分析和動態(tài)把握,描述課堂文化的結(jié)構(gòu)和功能,回答“課堂文化是什么”、“課堂文化是如何演變的”等本體問題。通過研究,我們認(rèn)為,課堂文化,從內(nèi)涵上講,是教學(xué)活動以及對教學(xué)活動起支撐、規(guī)范和引領(lǐng)作用的課堂物質(zhì)條件、課堂制度、課堂信念、課堂價值的總和;從本質(zhì)上看,是師生在課堂里精神相遇的文化。精神相遇的結(jié)果,既可能是課堂成員的精神解放——從偏見中解放出來,也可能是課堂成員的精神束縛——在偏見中越陷越深;雙重性、動態(tài)性、依附性和滯后性,是課堂文化的主要特征;課堂文化包括課堂教學(xué)文化和課堂環(huán)境文化兩個組成部分,前者具體包括課堂教學(xué)活動的主體文化、目標(biāo)文化、內(nèi)容文化和評價文化,后者主要包括課堂物質(zhì)文化、課堂制度文化和課堂精神文化;作為一個有機(jī)整體,課堂文化具有傳承和創(chuàng)新知識、轉(zhuǎn)變個體狀態(tài)等基本功能。 第四部分,課堂文化的異化及其反思。課堂文化的異化,是指課堂文化在功能上由理性啟蒙到精神控制的隱蔽性變化。異化的路徑有兩條:觀念灌輸利對觀念灌輸起支持作用的課堂獎懲。導(dǎo)致課堂文化異化的主要原因有五個:思想領(lǐng)域“定于一尊”的傳統(tǒng);學(xué)校教育的政治化傾向;知識選擇的話語權(quán)被壟斷;知識教學(xué)上的教條主義;單向度的教學(xué)評價。 第五部分,課堂文化建設(shè)的理論基礎(chǔ)。有哪些理論可以深化我們對課堂文化異化問題的理性認(rèn)識,以便為新型課堂文化的建設(shè)奠定堅實(shí)的基礎(chǔ),使課堂文化在功能上由精神控制復(fù)歸于理性啟蒙,這是本部分所要回答的問題。本研究認(rèn)為,“單向度”理論、“文化霸權(quán)”理論和生態(tài)倫理,既是認(rèn)識課堂文化異化問題的理論工具,也是建設(shè)新型課堂文化的理論基礎(chǔ)。 第六部分,課堂文化建設(shè)的現(xiàn)實(shí)依據(jù)。在現(xiàn)實(shí)中,課堂文化的重建,是否到了勢在必行的程度,這是本部分所要探討的問題。通過研究,我們認(rèn)為,從文化特性上講,教學(xué)改革主張承認(rèn)和尊重學(xué)生的主體地位、謀求競爭與合作在課堂教學(xué)中的統(tǒng)一、注重培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力,現(xiàn)有課堂文化具有師生關(guān)系上的權(quán)威與服從、知識教學(xué)上的教條與保守、教學(xué)方法上的灌輸與說教等特點(diǎn)。教學(xué)改革與現(xiàn)有課堂文化在文化特性上的這些矛盾,決定了課堂文化重建勢在必行。 第七部分,課堂文化的建設(shè)策略。如何建設(shè)課堂文化,這是本文需要回答的最后一個問題,也是本研究的落腳點(diǎn)。我們認(rèn)為,課堂文化的建設(shè),包括七個方面的內(nèi)容,即:注重實(shí)踐智慧生成的課堂教學(xué)目標(biāo);建立互惠、平等、友好、親密的師生關(guān)系;注重平等對話與自主建構(gòu)的課堂教學(xué)過程;注重能力和創(chuàng)新的課堂教學(xué)評價;尊重個人權(quán)利的課堂群體文化;形成求異和寬容的課堂教學(xué)氛圍;建立“共有、共享、共管”的課堂制度。 第八部分,結(jié)束語。闡明在當(dāng)代中國社會背景下研究課堂文化異化問題的重要意義。通過對本研究的反思,明確后續(xù)研究的努力方向。
[Abstract]:At the end of the twentieth Century, China began the eighth basic education curriculum reform since the founding of new China. When the curriculum reform entered the classroom and encountered the classroom teaching life of teachers and students, the collision between the two began. In the collision, some of the questions that had been hidden in the existing classes gradually exposed. A practical and effective solution is put forward, which is related to the practical fate of the curriculum reform in the classroom. Teaching is a negotiated conversation between students and teachers who are in a free state to generate their own views and ideas through spiritual encounter. Class culture is the culture of the meeting of teachers and students. The material conditions, systems, beliefs and values of the class are the teachers and students. The cultural environment of spiritual encounter. In theory, the spiritual encounter between teachers and students in this special environment according to "business ethics" should not be the spiritual control of one party to the other side, but the rational enlightenment and spiritual liberation of the class members. From the angle of culture, this article will focus on the function of "classroom culture" Why can we discuss the classroom culture and put forward the construction strategy of the new class culture from the reason of reason enlightenment and the alienation of spiritual liberation to the control of the spirit.
The full text is divided into eight parts:
The first part, the introduction, clarifies the problem of the alienation of the classroom culture, clarifies the importance of studying the problem in theory, classifies and analyzes the related literature of the classroom culture, and finds out the breakthrough and the focus of the study. The purpose and significance of the study, the ideas and methods are introduced.
The second part, the cultural perspective of the classroom, from the standpoint of culture, from the classroom teaching activities and the classroom environment two aspects of the cultural perspective to the classroom to answer the question of "what important cultural phenomena in the classroom". The cultural perspective of the classroom teaching activities, the cultural imprint of Teachers and students, teaching objectives are discussed. The value reason, the choice of knowledge, the attitude of knowledge and the practice destiny of knowledge, the cultural root of the value judgment in the teaching evaluation, the cultural psychological effect of the classroom time and the classroom space arrangement, the discipline and freedom in the classroom, and the potential classroom. The system, the faith and the value of the classroom.
The third part, the pursuit of the noumenon of classroom culture, explores the essence and characteristics of classroom culture from the two dimensions of common tense and calendar tense, carries out static analysis and dynamic grasp of the components and their associations of classroom culture, describes the structure and function of classroom culture, and answers "what is the classroom culture" and "how the classroom culture evolves". Through the study, we think that classroom culture, in its connotation, is the material conditions of teaching activities and the supporting, standard and leading role of teaching activities, the classroom system, the belief of the class, the sum of the value of the class; in essence, it is the culture of the spiritual meeting between teachers and students in the classroom. The result of the meeting of the spirit is possible. It is the spiritual liberation of class members - emancipating from prejudice, and may be the spiritual bondage of class members - more deep in prejudice; duality, dynamics, dependence and lag are the main features of classroom culture; classroom culture includes two components of classroom teaching culture and classroom environment culture, the former is specifically included The main culture of classroom teaching activities, the target culture, the content culture and the evaluation culture, the latter mainly include the material culture in the classroom, the classroom system culture and the classroom spiritual culture; as an organic whole, the classroom culture has the basic function of inheriting and innovating knowledge and changing the state of individual.
The fourth part is the alienation and reflection of classroom culture. The alienation of classroom culture refers to the hidden changes in the function of classroom culture from rational enlightenment to spiritual control. There are two ways of Alienation: the idea instilling benefit to the classroom rewards and punishments that support the instillation of ideas. There are five main reasons for the alienation of the classrooms: the ideological field " The tradition of "all in one"; the politicization tendency of school education; the monopoly of the right to speak knowledge; the dogmatism in knowledge teaching; and the evaluation of one dimensional teaching.
The fifth part is the theoretical basis of classroom cultural construction. What theories can deepen our rational understanding of the problem of cultural alienation in class so as to lay a solid foundation for the construction of a new class culture and make the classroom culture return to rational enlightenment in function from mental control to rational enlightenment. This is the question to be answered in this part. The "unidirectional" theory, the "cultural hegemony" theory and the ecological ethics are both theoretical tools to understand the problem of classroom cultural alienation and the theoretical basis for the construction of new class culture.
The sixth part, the realistic basis for the construction of classroom culture. In reality, whether the reconstruction of the classroom culture has reached the necessary level, this is the problem that this part should discuss. Through the study, we think that, from the cultural characteristics, the teaching reform advocates the recognition and respect of the student's main position and seeks competition and cooperation in the classroom teaching. Unity, pay attention to the cultivation of students' innovative spirit and practical ability, the existing classroom culture has the authority and obedience of the relationship between teachers and students, the doctrines and conservatism in the teaching of knowledge, the instillation and preaching of teaching methods. The contradictions between the teaching reform and the cultural characteristics of the existing classroom culture have determined the necessity of the reconstruction of the classroom culture.
The seventh part, the construction strategy of classroom culture, how to build the classroom culture, this is the last question that this article needs to answer, and the end of this study. We think that the construction of the classroom culture includes seven aspects, that is, paying attention to the classroom teaching goals generated by practical wisdom, and establishing a mutually beneficial, equal, friendly and intimate teacher and student relationship. We should pay attention to the classroom teaching process of equal dialogue and independent construction, pay attention to the classroom teaching evaluation of ability and innovation, respect the class culture of individual rights, form the classroom teaching atmosphere of seeking differences and tolerance, and establish a classroom system of "shared, shared and common management".
The eighth part, the end language, clarifies the significance of studying the problem of classroom cultural alienation in the context of contemporary Chinese society. Through the reflection of this study, the direction of the follow-up study is clarified.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G424.21

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉桂影;李森;;論課堂文化的本真、結(jié)構(gòu)與價值[J];當(dāng)代教師教育;2012年03期

相關(guān)博士學(xué)位論文 前1條

1 張姝;論教師的文化覺醒及其教學(xué)實(shí)現(xiàn)[D];西南大學(xué);2011年

相關(guān)碩士學(xué)位論文 前4條

1 郭靜靜;課堂教學(xué)文化的批判與建構(gòu)[D];河南師范大學(xué);2011年

2 程潔;創(chuàng)造性視野下初中課堂環(huán)境問題研究[D];西南大學(xué);2012年

3 譚密;廣西東興市萬尾村京族中學(xué)課堂文化研究[D];廣西民族大學(xué);2012年

4 王雙雙;新課程改革背景下的農(nóng)村小學(xué)課堂文化研究[D];青島大學(xué);2012年

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本文編號：2073049