对话教学的致思方式及实践转向  

The Thinking Mode and the Practice Turns of Dialogue Instruction

作　　者：余宏亮[1] 秦淼 

机构地区：[1]西南大学教育学部,重庆北碚400715 [2]阜阳一中,安徽阜阳236000

出　　处：《课程．教材．教法》2012年第8期28-33,共6页Curriculum，Teaching Material and Method

基　　金：安徽省哲学社会科学规划项目“建设高教强省背景下高校教师激励机制研究”(项目编号:AHSKF09-10D82);阜阳师范学院教学研究项目“对话教学的理论与实践研究”(项目编号:2010JYXM23)的阶段性成果

摘　　要：对话教学既是理论的，也是实践的，连接二者的纽带是教育理论的实践品性。当前，我们应秉承辩证的致思方式：使教学交往由“对象式”向“关系式”转变，教学方式要寻求“独白”与“对话”的共生，师生关系要由“上下级”向“合作者”调适；应探察对话教学难为的阻滞因素：“我一你”关系在课堂实践中遭遇阻抗，虚假对话导致师生主体性的迷失或滥用，对话的流动性导致了“生成”困难；应明晰对话理论观照实践的现代转向：探寻个体与群体对话的转换机理，建构教师的“对话性他者”身份，发掘预设与生成融合的“边缘地带”。Dialogue instruction is not only theoretical, but also practical. What bridges the two is the practical character of educational theory. Currently, the thinking mode of dialectic should be held. transit teaching interaction from the ＂object＂ mode to the ＂relation＂ mode; coexist monologue and dialogue in teaching methods; convert teacher-student relationship from the leader and the one being led to the cooperators. Besides, the following factors impeding the implementation of dialogue instruction should also be investigated. the block encountered by the ＂I-you＂ relation in the class practice, the loss and abuse of the subjectivity of both teachers and students because of the fake dialogue, and the ＂generative＂ difficulty which results from the fluidity of the dialogue. Moreover, the modern turns of the practice focus in dialogue theory should be made clear, construct the dialogue transition mechanism between identity of ＂the other in dialogue＂ generation. , and explore the ＂marginal the individual and collective; develop teacher＇s area＂ which combined by the presupposition and

关 键 词：对话教学 教学场域 辩证思维 

分 类 号：G42[文化科学—课程与教学论]