课堂空间的精神之维  

Spiritual Dimension of Classroom

作　　者：徐冰鸥[1] 

机构地区：[1]山西大学马克思主义哲学研究所,山西太原030006

出　　处：《陕西师范大学学报（哲学社会科学版）》2013年第2期104-109,共6页Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition)

基　　金：全国教育科学"十二五"规划教育部重点课题(DAA120175);山西省教育科学规划项目(GH06166)

摘　　要：作为教育教学活动主阵地的课堂空间,既有客观、物质之维,也有主观、精神之维。知识与信息、思维与想象、情感和态度这三者同在共存,形成了一个基于物理性空间而存在的课堂空间的精神维度,又因其精神的性质具有了依存性、生成性、整体性和可感悟性的特征。学生个体精神生命价值的尊重、课堂教学生活境界的重视、教师专业发展的关注是强调课堂空间精神之维的意义所在。重建师生关系,展开对话教学;注重内求与感悟,包容理性与直觉;树立教学理想,追求教育智慧等策略,不失为提升课堂空间精神品质的现实选择。Classroom as the central arena of educational and teaching activity involves both objective and material dimension and subjective and spiritual dimension.Co-existence of knowledge and information,thinking and imagination,and emotion and attitude forms the spiritual dimension of classroom depending on physical space,which is dependent,generative,holistic and inspiring owing to the spiritual character.The spiritual dimension of classroom should be intensified by showing respect for the value of the student＇s individual spiritual life,paying attention to the realm of classroom teaching life,and taking notice of the teacher＇s development in profession.Therefore,several realistic steps can be taken to improve the spiritual quality of classroom,including reestablishing the relationship between teacher and students,carrying out dialogue teaching,paying attention to mental need and inspiration,involving rationale and tuition,setting a teaching ideal,and seeking teaching intelligence and strategy.

关 键 词：教师 学生 教学 课堂空间 精神之维 

分 类 号：G633.2[文化科学—教育学] G423