【摘要】：交往是人類所特有的社會(huì)實(shí)踐活動(dòng),它構(gòu)成了人類存在的方式,體現(xiàn)了人的主體性特點(diǎn)。隨著社會(huì)的進(jìn)步與發(fā)展,交往從數(shù)學(xué)、哲學(xué)、社會(huì)學(xué)領(lǐng)域轉(zhuǎn)入教育領(lǐng)域,試圖轉(zhuǎn)變傳統(tǒng)教學(xué)“主體—客體”教學(xué)模式將教師作為教學(xué)活動(dòng)主體和中心地位,學(xué)生處于被動(dòng)地位的缺陷。通過對(duì)交往本質(zhì)的哲學(xué)審思建構(gòu)“主體(教師)—客體(媒介)—主體(學(xué)生)”教學(xué)模式,重塑學(xué)生參與教學(xué)活動(dòng)的主體性地位,其最高目標(biāo)是實(shí)現(xiàn)學(xué)生主體的“解放”,提倡建立平等、民主的師生關(guān)系,因?yàn)閹熒煌P(guān)系質(zhì)量的高低將直接影響教學(xué)的效果。從認(rèn)知教學(xué)論“知識(shí)本位”轉(zhuǎn)向人的“全面發(fā)展”。交往教學(xué)具有生成性、創(chuàng)造性、主體性等特點(diǎn),自20世紀(jì)80年代其相關(guān)理論引入我國(guó)以來(lái),關(guān)注學(xué)生“主體間性”、構(gòu)建良好師生關(guān)系的思想,符合社會(huì)主義“人的全面發(fā)展”學(xué)說(shuō),切合了我國(guó)“素質(zhì)教育”的理念。高等教育具有“教學(xué)科研、人才培養(yǎng)和社會(huì)服務(wù)”三大功能,特別是“人才培養(yǎng)”需要通過課堂教學(xué)來(lái)實(shí)現(xiàn)。高校也是培養(yǎng)創(chuàng)造性、創(chuàng)新性人才的發(fā)源地,與其他教育層次的學(xué)生相比,進(jìn)入高等教育階段的學(xué)生有一定的知識(shí)積累量,認(rèn)知能力和思維邏輯能力較強(qiáng),為交往教學(xué)的開展提供了一定的物質(zhì)基礎(chǔ)。本文共分為四個(gè)部分,緒論部分主要涉及本文選題緣由、研究意義、國(guó)內(nèi)外相關(guān)文獻(xiàn)綜述以及主要研究方法和研究思路。第一部分從交往相關(guān)概念入手,結(jié)合文獻(xiàn)資料對(duì)交往、交往教學(xué)和高校交往教學(xué)的定義、特征與內(nèi)涵進(jìn)行了界定,并闡述了交往教學(xué)的理論基礎(chǔ);第二部分從參與交往教學(xué)的主體學(xué)生和教師、交往教學(xué)本質(zhì)以及交往教學(xué)實(shí)現(xiàn)途徑入手,結(jié)合高等教學(xué)的特點(diǎn),分析了高校交往教學(xué)應(yīng)具備的基本特征;第三部分通過課堂觀察法和問卷調(diào)查法對(duì)當(dāng)前高校課堂教學(xué)的現(xiàn)狀、交往教學(xué)缺失與出現(xiàn)阻隔的原因以及影響開展交往教學(xué)的主要因素進(jìn)行了詳盡的分析;第四部分針對(duì)當(dāng)前高校開展交往教學(xué)出現(xiàn)的主要問題,從交往主體學(xué)生和教師、教學(xué)評(píng)價(jià)制度、教學(xué)環(huán)境等方面提出了具體的措施與對(duì)策,認(rèn)為建立民主、平等的師生關(guān)系;以語(yǔ)言或非語(yǔ)言符號(hào)為教學(xué)媒介,對(duì)話教學(xué)主要途徑;改善教學(xué)空間環(huán)境;建立多元化評(píng)價(jià)體系等,是構(gòu)建高校交往教學(xué),提高教學(xué)質(zhì)量的主要對(duì)策。
[Abstract]:Communication is a special social practice activity of human beings, which constitutes the way of human existence and embodies the characteristics of human subjectivity. With the progress and development of society, communication has changed from mathematics, philosophy and sociology to the field of education, trying to change the traditional teaching mode of "subject-object", which regards teachers as the main body and central position of teaching activities. The defect that students are in a passive position. Through the philosophical review of the essence of communication, the author constructs the teaching mode of "subject (teacher), object (medium)-subject (student)", and rebuilds the subjective position of students' participation in teaching activities. Its highest goal is to realize the "emancipation" of students' subject. We advocate the establishment of equal and democratic teacher-student relationship, because the quality of teacher-student relationship will directly affect the teaching effect. From the cognitive teaching theory "knowledge-based" to the "all-round development". Communicative teaching has the characteristics of generative, creative and subjective. Since its related theory was introduced into China in 1980s, it has paid close attention to the students'"intersubjectivity" and constructed a good teacher-student relationship. In line with the socialist theory of "all-round development of human", the concept of "quality education" in China. Higher education has three functions of "teaching and scientific research, talent training and social service", especially "talent training" needs to be realized through classroom teaching. Colleges and universities are also the birthplace of creative and creative talents. Compared with students at other levels of education, students who enter the stage of higher education have a certain amount of knowledge accumulation, strong cognitive ability and logical ability of thinking. It provides a certain material basis for the development of communicative teaching. This paper is divided into four parts, the introduction mainly involves the reason of the topic, the significance of the study, the literature review at home and abroad, as well as the main research methods and research ideas. The first part begins with the concept of communication, and combines the literature to define the definition, characteristics and connotation of communication, communication teaching and college communication teaching, and expounds the theoretical basis of communication teaching. The second part starts with the main students and teachers involved in the communicative teaching, the essence of the communicative teaching and the ways to realize the communicative teaching, and analyzes the basic characteristics of the communicative teaching in colleges and universities combined with the characteristics of the higher teaching. The third part through the classroom observation method and the questionnaire survey method has carried on the detailed analysis to the present university classroom teaching present situation, the contact teaching flaw and the appearance barrier as well as the main factor which the influence carries on the intercourse teaching; The fourth part puts forward concrete measures and countermeasures from the aspects of students and teachers, teaching evaluation system, teaching environment and so on, aiming at the main problems of developing communicative teaching in colleges and universities, and holds that we should establish a democratic and equal teacher-student relationship. Taking language or non-linguistic symbols as the teaching medium, the main ways of dialogue teaching, improving the teaching space environment and establishing a pluralistic evaluation system are the main countermeasures to construct the communicative teaching and improve the teaching quality in colleges and universities.
【學(xué)位授予單位】：中南民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G642
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本文編號(hào)：2427164