教学中和谐与冲突的二元悖论及其超越——兼论教学冲突的教育意蕴  

The Dual Paradox and Beyond in Teaching Harmony and Conflict:On the Educational Implication of Teaching Conflict

作　　者：蔡桂真[1] 祝刚[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《基础教育》2011年第5期58-62,91,共6页Journal of Schooling Studies

基　　金：2011-2012年度联校教育社科医学研究论文奖"初中课堂师生互动公平性问题的人种志研究--对S中学的田野调查"(编号:JY11019)的阶段性研究成果;北京师范大学教育学部2011-2012学年学生科研项目的资助

摘　　要：教学中存在着和谐与冲突两种状态的二元悖论,主要表征为:"教学冲突"的缺席将教学矮化为控制与规训,教学和谐的过分膨胀造成教学的"浅表化"和"形式化",教学中和谐与冲突的割裂造成教学缺乏动力。本文在界定教学冲突的基础上,分析了教学冲突具有促进教师个体发展和教学群体发展的教育意蕴,同时认为教学和谐与冲突应保持必要的张力和双向建构的关系。为了走出教学中"和谐—冲突"的二元悖论,首先应探索走出教学冲突与和谐二元悖论的路径,主要有重建教学的"和谐—冲突"观;涵养教学勇气,接纳教学冲突;提升教学智慧,化"冲突"为"和谐"。其次,构建走出教学冲突与和谐二元悖论的环境保障,主要有创设对话文化,完善教学管理,改进评价机制。The existence of dual paradox in teaching have two states of harmony and conflict,mainly characterized：the absence of ＂teaching conflict＂ dwarf teaching as control and discipline;teaching harmonious cause excessive expansion of the teaching ＂of the superficial ＂and＂ formal ＂;separation of teaching harmony and conflict causes lack of motivation of teaching.This article based on the definite and analysis of the teaching of conflict to imply the promotion of individual development of teachers and teaching groups in the development of the educational implication.Meanwhile,the paper argues that teaching should be to maintain the necessary tension and build two-way relationship between harmony and conflict.In order to get out of teaching in ＂harmony-conflict＂ dual paradox,we must first explore the path such as re-teaching ＂harmony-conflict＂ concept;conservation teaching courage to accept teaching conflict;Enhance teaching wisdom of the ＂conflict＂ to ＂harmony.＂ Second,build out of the environment protection of teaching of conflict and harmony in the of dual paradox such as the creation of a culture of dialogue,improve the teaching management,improved evaluation mechanisms.

关 键 词：教学和谐 教学冲突 二元悖论 对话文化 教学管理 

分 类 号：G420[文化科学—课程与教学论]