日常化教学及其批判  

The Routinization of Teaching:A Criticism

作　　者：罗儒国[1] 

机构地区：[1]武汉大学教育科学学院讲师,430072

出　　处：《南京师大学报（社会科学版）》2009年第3期106-111,共6页Journal of Nanjing Normal University(Social Science Edition)

基　　金：国家社会科学基金“十一五”规划青年课题(CAA080214)

摘　　要：教学活动作为一种人为的、为人的生活活动,具有日常性与非日常性双重属性。然而,在教学生活世界中,教师往往依存在日常教学生活中,遮蔽乃至遗忘非日常教学生活,从而孕育和滋生了教学生活的"日常化"倾向。教师教学生活的"日常化"主要体现在教学思维、教学主体、教学过程、教学时空等方面。教学活动既不能回归到"日常生活"中,也不能停留于"日常化"水平,需要在"日常化"和"非日常化"之间保持必要的张力,避免陷入误区。As a man-made life activity intended for man-making, the teaching activity is characterized by its combination of routine and non-routine aspects. In the life world of teaching, the teacher tends to confine himself to the teaching routines with the non-conventional aspect of teaching life screened and ignored, thus fostering a tendency towards rountinizing the teaching life. The routinization of the teacher＇s teaching life manifests itself in such aspects as the teaching ideas, the construction of the teacher＇s subjectivity in the teaching process, and the arrangement of teaching time and space. The teaching activity should rise above the level of routinization and guard against a regression to the routine life; to avoid misunderstanding, a certain amount of tension should be kept between the routine and the non-routine aspects of the teaching life.

关 键 词：教学 日常化 批判 

分 类 号：G420[文化科学—课程与教学论]