课堂文化冲突的多视角审视  

Multi-perspectives on Classroom Culture

作　　者：杨宏丽[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2006年第5期128-132,共5页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：全国教育科学"十五"规划教育部重点课题(DAA010140)

摘　　要：在课堂教学情境当中不同文化之间的差异以及各文化以自身文化属性表达的目的性行为形成了课堂文化冲突,课堂文化冲突作为一个不争事实有其内在的根源及实现条件。笔者从“冲突的程度、引起冲突的原因以及发生冲突的文化主体”三维视角来对课堂文化冲突进行了深入分析,在此基础上,提出了以人类学当中的“他者的目光”作为对待课堂文化冲突的立场。作为人类学精神的体现,笔者认为,“他者的目光”在本体论意义上把自我与他者看成是共生共长的存在,在认识论上实现了从对象性思维到关系性思维的转变,在价值论层面上体现了对多彩生命以及多元文化的尊重与理解,在方法论上完成了多学科多视角的借鉴与整合。Classroom culture conflict arises from cultural differences and each culture＇s behavior expressed according to their own culture under classroom teaching circumstances. As an indisputable fact classroom culture conflict has its inner root and condition of realization. Classroom culture conflict was deeply analyzed from the view of point ＂degree of conflict＂, ＂the cause of conflict＂ and ＂the culture subject of conflict＂. On this basis ＂other＇s view＂ in anthropology was brought forward as the standpoint to face up culture conflict. As an expression of anthropology spirit, ego and others were viewed as accrete being in the sense of noumenal theory. Conversion from objective thinking to relational thinking was realized in epistemology. Respects and understanding of wonderful llfe and multipolar culture were manifested in value theory. Reference and conformity of different subjects and angles of view were accomplished in methodology.

关 键 词：课堂文化 课堂文化冲突 立场 他者的目光 

分 类 号：G42[文化科学—课程与教学论]