复合正义视角下的教室座位编排研究--基于学生座位体验的考察  

Classroom Seat Arrangement From the Perspective of Compound Justice--Based on Students’Seat Experience

作　　者：钟程 Zhong Cheng(The Chinese University of Hong Kong)

机构地区：[1]香港中文大学教育行政与政策学系

出　　处：《当代教育科学》2021年第7期81-89,共9页Contemporary Education Sciences

基　　金：全国教育科学规划一般课题“智能时代高品质学习空间的表征及构建路径研究”(项目编号:BAA210020)的研究成果之一。

摘　　要：近年来,"正义"已成为教室座位编排的价值追求。通过参与式观察和师生访谈发现,教师一方面基于分配正义照顾身高、视力等方面弱势的学生,并设置照顾后进生的"互助型座位"和"特殊座位";另一方面也关注关系正义,试图营造学业上平等互助的学生关系。但却出现学生拒绝承认互助者身份,拒绝帮助成绩较落后同学,污名化"特殊座位"等现象。当教师采纳承认正义范式进行引导后,学生之间基于人格平等的相互承认和尊重的关系才被建立起来。这说明,座位编排应以复合正义为导向,综合并灵活运用分配正义、关系正义、承认正义三种范式。复合正义视角下,座位编排应遵循"教师主导,民主协商""公平分配,关爱弱势""相互承认,平等互助""定期反馈,合理调换""主动借力,家校合作"等原则。In recent years,"justice"has been the value pursuit of classroom seat arrangement.Through participatory observation and interview,it is found that teacher sets up"mutual help seat"and"special seat"based on distributive justice to help respectively small and low academic performance students;at same time,teacher attaches importance to the justice of students’interpersonal relationships and tries to build equally mutual relationship between students.However,some students refuse the mutual helper identity,reject to help backward students,and stigmatize the"special seat".After teacher adopt recognition justice paradigm,the relationship of mutual respect and recognition based on equal personality is established.Therefore,seat arrangement should abide by the compound justice,synthesize the paradigms of distributive,recognition,and relationship justice.The following principles should be followed:democratic negotiation with teacher guide,equal distribution with special care for the disadvantages,equally reciprocal help with mutual recognition,rational adjustment based on periodical feedback,and proactive communication and cooperation between teacher and parents.

关 键 词：座位编排 学生体验 复合正义 

分 类 号：G637[文化科学—教育学]