课堂现象学论纲——兼论课堂教学研究的路径选择  

The Phenomenological Research of Class Teaching——On the Path Selection of Class Teaching Research

作　　者：周彬[1] 

机构地区：[1]华东师范大学基础教育改革与发展研究所

出　　处：《教育研究》2012年第5期95-101,共7页Educational Research

摘　　要：课堂现象学坚持"回归课堂教学事实本身"的原则,认为教学现象与教学本质在课堂教学中共居一体,正是教师的课堂教学体验将二者紧密地结合起来。教师要真实地认识课堂教学,并优化真实的课堂教学,需要悬置既往的教学理论与教学假设,回避主观的理论假设和已有的教学成见,在回归课堂教学事实的过程中,直接直观教学现象本身,从而揭示教学本质。教学本质并不像预设的教学理论那样具有普适性,它旨在揭示特定课堂教学的内在机理,为特定课堂教学的优化提供依据;但教师可以通过课堂教学体验的分享,来提高把握课堂教学本质和优化课堂教学实践的能力。The phenomenology of class teaching insists on the principle of ＂returning to the class teaching itseff＂. It holds the idea that the phenomenon of teaching and the essence of teaching are combined by teachers＂ class experience in class teaching. To deeply understand class teaching and make better class teaching in reality, the teachers should suspend the teaching theory and teaching hypothesis of past, avoid subjective hypothesis and transcendental prejudice, so as to reveal the essence of class teaching by observing the phenomenon of class teaching directly in the process of returning to the class teaching itself. The essence of class teaching has no universality as a presupposed teaching theory, it is designed to reveal the internal mechanism of a specific class teaching, providing foundation for the optimization of a specific class teaching. So it can improve the ability for the teachers to master the essence of class teaching and optimize the practice of class teaching through sharing with the experience of class teaching.

关 键 词：课堂现象学 课堂教学体验 教学现象 教学本质 教学理论 教学实践 

分 类 号：G420[文化科学—课程与教学论]