解构与建构:从认知到审美的后现代师生观  

Destruction and Construction:The Postmodern View of Teacher-student Relation from Cognitive Approach to Aesthetics

作　　者：卢健[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《湖南师范大学教育科学学报》2008年第5期44-47,共4页Journal of Educational Science of Hunan Normal University

基　　金：湖南省教育科学"十一五"规划课题"案例与变式:教学过程审美模式的实践研究"(XJK06BTM010)

摘　　要：认知取向的现代师生观推崇"中心"、追求"同一"、倡导"理性",这些核心观念遭到了后现代主义的强烈批判。在解构现代师生观的同时,后现代主义教育观也试图建构审美取向的新型师生关系,即从"中心"到"平等",从"独白"到"对话",从"同一"到"多元",从"遮蔽"到"敞开"。审美取向的后现代师生观为师生之间自由、和谐的交往开辟了新的可能路径。The core concepts of extoling centre, pursuing identity and promoting rationality, are getting much more popular in the modem view of teacher-student of cognitive approach, which are fiercely criticized by the postmodemism. The notion of the postmodem education is trying to construct a kind of new relation between teachers and students with aesthetic tropism when it destructs the modem view of teacher-student. Say, from centre to equality, from soliloquy to conversation, from identity to diversity, from covering to opening. The view of teacher-student of the postmodemism with aesthetic tropism gives us a brand-new approach for the free and harmonious association between students and teachers.

关 键 词：后现代主义 师生关系 认知 审美 

分 类 号：G40[文化科学—教育学原理]