主體間實(shí)踐視角下教學(xué)機(jī)智的生成邏輯研究
發(fā)布時(shí)間：2018-08-07 08:20
【摘要】：教育的新發(fā)展是新時(shí)代的要求,教學(xué)的發(fā)展是教育發(fā)展的本體,教育的一切意義、目的、過(guò)程和結(jié)果等都是通過(guò)教學(xué)過(guò)程得以集中體現(xiàn)。因此,教師在教學(xué)過(guò)程中的地位、素養(yǎng)、品質(zhì)等方面的發(fā)展越來(lái)越受到社會(huì)的重視,培養(yǎng)機(jī)智型教師的呼聲也愈來(lái)愈高。教學(xué)機(jī)智是一種價(jià)值追求,同時(shí)它也具有強(qiáng)烈實(shí)踐感,教師機(jī)智不能僅僅存在于大腦或意識(shí)中,只有通過(guò)具體的實(shí)踐活動(dòng)使其展現(xiàn),才是真正的教學(xué)機(jī)智,而這個(gè)呈現(xiàn)過(guò)程則是師生主體間實(shí)踐過(guò)程。如果教師在課堂教學(xué)中能夠把處于不斷發(fā)展變化中的學(xué)生當(dāng)做學(xué)習(xí)者主體,并不斷提高自己指導(dǎo)者主體的主體性程度,每節(jié)課都會(huì)有機(jī)智火花的閃耀,那么就可以做一個(gè)優(yōu)秀的教學(xué)指導(dǎo)者主體。 本文站在前人研究的基礎(chǔ)上,主要運(yùn)用文本分析的方法,借用具有代表性的課堂片段或者教育教學(xué)優(yōu)秀范例,針對(duì)教學(xué)機(jī)智的生成與主體間實(shí)踐的直觀統(tǒng)一特征,來(lái)探討課堂教學(xué)中教師機(jī)智的生成應(yīng)該遵循什么樣的實(shí)踐邏輯?這些邏輯是如何展開(kāi)的?文章分五個(gè)部分對(duì)這一問(wèn)題進(jìn)行論述： 第一部分,引言。說(shuō)明了選擇研究教學(xué)機(jī)智的原因,并分別介紹了進(jìn)行該研究的理論和實(shí)踐意義,并根據(jù)研究本身的特點(diǎn)和需要,選擇了相應(yīng)的研究方法。而在研究過(guò)程中,通過(guò)相關(guān)文獻(xiàn)的閱覽和綜述,發(fā)掘出本研究的創(chuàng)新生長(zhǎng)點(diǎn),即教學(xué)機(jī)智在主體間實(shí)踐的視角下所呈現(xiàn)出的新意蘊(yùn)。 第二部分,教學(xué)機(jī)智的意蘊(yùn)。對(duì)問(wèn)題進(jìn)行歷史源頭的探尋和梳理,尋求其最原初的狀態(tài),或許會(huì)為研究呈現(xiàn)不少啟示。所以,研究從對(duì)機(jī)智的歷史表述開(kāi)始,通過(guò)對(duì)教學(xué)機(jī)智的文獻(xiàn)綜述和相關(guān)概念分析,明確本研究中教學(xué)機(jī)智的意蘊(yùn)所在：教學(xué)機(jī)智是師生主體間實(shí)踐的本質(zhì)展現(xiàn),是教師在面對(duì)教育教學(xué)的不確定情境狀況時(shí)不失時(shí)機(jī)地進(jìn)行意義創(chuàng)生,即在具體的教育教學(xué)情境中以合乎適宜的行動(dòng)對(duì)意義的即興創(chuàng)作和瞬間生成。其中,主體間實(shí)踐是其背景支撐,情境的不確定性是其催生劑,良好的時(shí)機(jī)是其成長(zhǎng)空間,而最終的意義創(chuàng)生正是教學(xué)機(jī)智的價(jià)值追求。 第三部分,教學(xué)機(jī)智：師生主體間實(shí)踐的本質(zhì)直觀。主體間實(shí)踐是主體與主體之間,或者多極主體之間共生意義,認(rèn)識(shí)真理的實(shí)踐過(guò)程。主體間實(shí)踐有其自身的內(nèi)在特性,如主體性、情境性、意向性和反思性等。這些特性同樣也是教學(xué)機(jī)智本身的本質(zhì)呈現(xiàn),更是機(jī)智生成的本質(zhì)要求。 第四部分,教學(xué)機(jī)智生成的三維邏輯建構(gòu)。基于教學(xué)機(jī)智與主體間實(shí)踐的內(nèi)在統(tǒng)一特征,分別從理性、品性和審美三個(gè)維度對(duì)教學(xué)機(jī)智的生成論述,認(rèn)為教學(xué)機(jī)智首先是一種意識(shí)中已有準(zhǔn)備的身體呈現(xiàn),是基于價(jià)值理性指導(dǎo)的理性實(shí)踐活動(dòng),而實(shí)踐主體各自的存在感,即各自主體的主體性和主體間的相互關(guān)心共同構(gòu)成機(jī)智生成的倫理邏輯,從而在師生不對(duì)稱(chēng)的相遇過(guò)程中展現(xiàn)這種別致獨(dú)特之美。理性、品性和美,三者相互交織、建構(gòu),為教學(xué)機(jī)智的生成創(chuàng)造可能,同時(shí)也是主體間實(shí)踐活動(dòng)順利開(kāi)展的基本邏輯。另外,教學(xué)機(jī)智的生成是教師和學(xué)生共有的一種價(jià)值追求,同時(shí)它也是一種實(shí)踐活動(dòng)的展開(kāi)和延伸。所以,它必定會(huì)對(duì)教學(xué)現(xiàn)實(shí)提出要求：教師要深刻理解教育教學(xué)實(shí)踐,樹(shù)立正確的教育合理性觀念；要發(fā)展主體間師生交往關(guān)系,彰顯教學(xué)機(jī)智的倫理品性；要善于及時(shí)感知具體教學(xué)情境,養(yǎng)成即時(shí)反思意識(shí)。
[Abstract]:The new development of education is the requirement of the new era. The development of teaching is the noumenon of the development of education. All the meaning, purpose, process and result of education are all embodied through the teaching process. Therefore, the development of teachers' status, accomplishment and quality in the teaching process is being paid more and more attention by the society and training the tact teachers. The voice is becoming more and more high. Teaching wit is a kind of value pursuit. At the same time, it also has a strong sense of practice. The tact of a teacher can not only exist in the brain or consciousness. It is the real tact of teaching only through specific practical activities. This presentation process is a practical process between the teachers and students. If teachers are teaching in the classroom. It is possible to use the students who are in the continuous development and change as the subject of the learner, and constantly improve the degree of subjectivity of the subject of their instructors. Every lesson will have the sparkle of the sparkle of the wit, and then we can be an excellent instructor.
On the basis of previous studies, this paper mainly uses the method of text analysis, using representative class fragments or excellent examples of education and teaching, to discuss what kind of practical logic should be followed in the course of classroom teaching, which should be followed by the intuitive and unified characteristics of the generation of tact and the practice between the subjects. How does this work start? The article is divided into five parts:
In the first part, the introduction explains the reasons for the choice of teaching tact, introduces the theoretical and practical significance of the study, and selects the corresponding research methods according to the characteristics and needs of the research itself. In the course of the study, through the reading and summary of relevant literature, the innovative growth point of this study is discovered, that is, teaching. The new implication of tact in the perspective of intersubjective practice.
The second part, the connotation of teaching tact. The exploration and combing of the source of the history of the problem and the search for its most original state may show a lot of inspiration for the research. Therefore, the study begins with the historical expression of wit, and through the literature review and related concept analysis of the tact, the meaning of the tact in this study is clearly defined. The teaching tact is the essence of the practice between teachers and students. It is an instant creation of meaning when the teacher is confronted with the uncertain situation of education and teaching, that is, improvisation and instantaneous generation of meaning in a specific teaching situation with appropriate action. Qualitative is its birth stimulant, good time is its growth space, and the final meaning creation is the value pursuit of Teaching wit.
The third part, teaching tact: the essence of the practice between the teachers and students. The practice between subjects is the symbiotic meaning between the subject and the subject, or the multipolar subject, and the practice process of the truth. The intersubjective practice has its own intrinsic characteristics, such as subjectivity, situational, intentionality and Rethinking. These characteristics are also the tact of teaching. The presentation of their essence is the essential requirement of tactful generation.
The fourth part, the three-dimensional logical construction of teaching tact. Based on the internal unified characteristics of the Teaching wit and the practice between the subjects, the paper expounds the formation of the Teaching wit from three dimensions of rationality, character and aesthetics, and thinks that the Teaching wit is first of all the body body which has been prepared in the consciousness, and is the rational practice based on the guidance of the value reason. Activities, and the individual sense of existence of the subject of practice, that is, the subjectivity of the subject and the mutual concern among the subjects constitute the ethical logic of the generation of wit, thus showing this unique beauty in the process of meeting the asymmetry of teachers and students. Reason, character and beauty, the three are interwoven and constructed to create the possibility of the creation of the tact of teaching. It is also the basic logic for the smooth development of practical activities between subjects. In addition, the formation of Teaching wit is a kind of value pursuit shared by teachers and students. At the same time, it is also the expansion and extension of a practical activity. Therefore, it is bound to put forward requirements for teaching reality: teachers should deeply understand the practice of education and set up a correct education. Sex concepts; to develop the relationship between teachers and students, to highlight the ethical character of teaching tact; to be good at perceiving the specific teaching situation in time, to develop a sense of immediate reflection.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G451.6
本文編號(hào)：2169443
[Abstract]:The new development of education is the requirement of the new era. The development of teaching is the noumenon of the development of education. All the meaning, purpose, process and result of education are all embodied through the teaching process. Therefore, the development of teachers' status, accomplishment and quality in the teaching process is being paid more and more attention by the society and training the tact teachers. The voice is becoming more and more high. Teaching wit is a kind of value pursuit. At the same time, it also has a strong sense of practice. The tact of a teacher can not only exist in the brain or consciousness. It is the real tact of teaching only through specific practical activities. This presentation process is a practical process between the teachers and students. If teachers are teaching in the classroom. It is possible to use the students who are in the continuous development and change as the subject of the learner, and constantly improve the degree of subjectivity of the subject of their instructors. Every lesson will have the sparkle of the sparkle of the wit, and then we can be an excellent instructor.
On the basis of previous studies, this paper mainly uses the method of text analysis, using representative class fragments or excellent examples of education and teaching, to discuss what kind of practical logic should be followed in the course of classroom teaching, which should be followed by the intuitive and unified characteristics of the generation of tact and the practice between the subjects. How does this work start? The article is divided into five parts:
In the first part, the introduction explains the reasons for the choice of teaching tact, introduces the theoretical and practical significance of the study, and selects the corresponding research methods according to the characteristics and needs of the research itself. In the course of the study, through the reading and summary of relevant literature, the innovative growth point of this study is discovered, that is, teaching. The new implication of tact in the perspective of intersubjective practice.
The second part, the connotation of teaching tact. The exploration and combing of the source of the history of the problem and the search for its most original state may show a lot of inspiration for the research. Therefore, the study begins with the historical expression of wit, and through the literature review and related concept analysis of the tact, the meaning of the tact in this study is clearly defined. The teaching tact is the essence of the practice between teachers and students. It is an instant creation of meaning when the teacher is confronted with the uncertain situation of education and teaching, that is, improvisation and instantaneous generation of meaning in a specific teaching situation with appropriate action. Qualitative is its birth stimulant, good time is its growth space, and the final meaning creation is the value pursuit of Teaching wit.
The third part, teaching tact: the essence of the practice between the teachers and students. The practice between subjects is the symbiotic meaning between the subject and the subject, or the multipolar subject, and the practice process of the truth. The intersubjective practice has its own intrinsic characteristics, such as subjectivity, situational, intentionality and Rethinking. These characteristics are also the tact of teaching. The presentation of their essence is the essential requirement of tactful generation.
The fourth part, the three-dimensional logical construction of teaching tact. Based on the internal unified characteristics of the Teaching wit and the practice between the subjects, the paper expounds the formation of the Teaching wit from three dimensions of rationality, character and aesthetics, and thinks that the Teaching wit is first of all the body body which has been prepared in the consciousness, and is the rational practice based on the guidance of the value reason. Activities, and the individual sense of existence of the subject of practice, that is, the subjectivity of the subject and the mutual concern among the subjects constitute the ethical logic of the generation of wit, thus showing this unique beauty in the process of meeting the asymmetry of teachers and students. Reason, character and beauty, the three are interwoven and constructed to create the possibility of the creation of the tact of teaching. It is also the basic logic for the smooth development of practical activities between subjects. In addition, the formation of Teaching wit is a kind of value pursuit shared by teachers and students. At the same time, it is also the expansion and extension of a practical activity. Therefore, it is bound to put forward requirements for teaching reality: teachers should deeply understand the practice of education and set up a correct education. Sex concepts; to develop the relationship between teachers and students, to highlight the ethical character of teaching tact; to be good at perceiving the specific teaching situation in time, to develop a sense of immediate reflection.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G451.6
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