课堂教学异化批判及破解的可能路径  

The Possible Way to Criticize and Solve the Alienation of Classroom Teaching

作　　者：陈得军[1] CHEN De-jun(The Institute of Curriculum and Instruction,East China Normal Universit)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《教育理论与实践》2018年第25期51-55,共5页Theory and Practice of Education

基　　金：新疆维吾尔自治区重点文科基地"新疆少数民族双语教育研究中心"重点课题"新疆少数民族双语课堂教学有效性研究"(课题编号:XJEDU040416B01)的阶段性研究成果

摘　　要：在科学主义"祛魅"后,教学确立了以"科学知识"为中心的知识本位教学观,忽视了"知识"的"个人系数"和"智慧生成"。课堂教学衍变为独尊"工具技术理性"的知识权威场,由此衍生的"控制性教学"遮蔽了教育价值。在此过程中,教学的交往对话被屏蔽,教学的"智慧价值"和"人即目的"被"搁浅"。课堂教学需要回归知识的"个人系数",秉承"生成性教学"和"对话性教学",实现"转识成智",促进课堂教学的价值回归和意义生成。After the ＂Disenchantment＂ of scientism, the teaching concept of knowledge based teaching centered on ＂scientific knowledge＂ has been established,and the ＂personal coefficient＂ and ＂wisdom generation＂ of ＂knowledge＂ are ignored. Classroom instruction has evolved into an authoritative knowledge field which is ＂exclusive tool technology rationality＂.The＂controlled teaching＂ derived from it has covered the educational value.In this process, the commu- nication dialogue between teaching is shielded, and the ＂wisdom value＂ and ＂human being＇s purpose＂ are stranded. Therefore, the classroom teaching needs to return to the＂personal coefficient＂ of knowledge, adhering to the ＂generative teaching＂ and ＂dialogic teaching＂ to realize the ＂turn into wisdom＂ and promote the value and value of the classroom teaching.

关 键 词：课堂教学异化 个人系数 生成性教学 对话性教学 转识成智 

分 类 号：G420[文化科学—课程与教学论]