论教学民主及其实现  

Democracy in Teaching and Its Realization

作　　者：冯君莲[1] 魏珊[1] 

机构地区：[1]湖南大学,湖南长沙410082

出　　处：《湖南师范大学社会科学学报》2014年第1期128-134,共7页Journal of Social Science of Hunan Normal University

基　　金：湖南省普通高等学校教学改革研究项目“大学教师校本培训制度研究”(湘教通[2011]315号);湖南省教育厅社科项目“社会转型时期高校教师人力资本管理研究(11YBB085)

摘　　要：民主是在政治组织内部,人们心灵的契合程度。教学民主是在教学组织内部,师生心灵的契合程度。民主程度越高,心灵契合程度越高。教学民主具有归属体验、互动倾听与主体意识等特征。课堂教学民主的艰难性,在于其技术主义思维方式,即权力集中、纪律约束与程序规范,它导致存在的平庸、人格独特性的丧失与生命意义的消弭;情感主义是解决课堂教学民主艰难性的基本思想,它视教学民主是一种爱的真实体验、尊重人的存在与发现、促进生命敞开的过程。教学民主的实现主要通过重构课堂教学民主的角色、民主的讲台与民主的行为,以创造温柔的课堂。Democracy represents the spiritual harmoniousness among people in political organizations, while teaching democracy represents the spiritual agreement between teachers and students in teaching organizations. The latter is characterised by experience of attachment, interactive listening and subject consciousness. The difficulties in realizing democracy in classroom teaching are due to the technical ways of thinking, namely, the concentration of power, disciplinary constraint and procedural norms, which lead to mediocre existence, loss of uniqueness in personality and loss of the mean- ing of life. Emotionalism, as an approach to overcome these difficulties, regards teaching democracy as a real experience of love and a process in which individual existence is repsected and life is opened to others. Teaching democracy is realized mainly through reconstructing democratic roles, platforms and behaviors in classroom teaching, thus creating a warm and kind classroom.

关 键 词：教学民主 技术主义 情感主义 实现途径 

分 类 号：G424[文化科学—课程与教学论]