论教学文化的时代嬗变与未来趋向  

On the Historical Changes and Future Trends of Instructional Culture

作　　者：黄如艳 李晓华[2] HUANG Ru-yan;LI Xiao-hua(Center for Teacher Education Research,Beijing Normal University,Beijing,100875,PRC;Institute of Plateau Science and Sustainable Development,Qinghai Normal University,Xining,Qinghai,810008,PRC)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875 [2]青海师范大学高原科学与可持续发展研究院,青海西宁810008

出　　处：《当代教育与文化》2021年第5期39-45,共7页Contemporary Education and Culture

基　　金：国家社会科学基金“十三五”规划2018年度教育学西部一般课题“青海农牧区全科教师胜任力研究”(XHA180285)。

摘　　要：教学文化是社会关于人的价值观念、行为习惯和思维方式的产物。通过考察教学文化的历史不难发现,其时代嬗变历经示范式教学文化、讲授式教学文化和探索式教学文化等形态。在当下全球化与多元化背景下,应构建“学教平衡”的教学文化,树立教学文化主体间性的关系意识,唤醒教学文化三重对话的变革意识,促成教学文化双向倾听的自觉意识,进而实现“以文化人”“使人文化”的教学目的,构建未来教学文化新格局。Instructional culture is the product of values,behavioral tendency,and ways of thinking about people in a society.By investigating the history of instructional culture,it can be found that the instructional culture has taken such forms as demonstration,presentation,and exploration.In the context of current globalization and diversification,it is necessary to construct an instructional culture of“balanced learning and teaching”,establish a sense of intersubjectivity,awaken the sense of transformation of triple dialogue in instructional culture,and promote the consciousness of two-way listening in instructional culture,so as to achieve the instructional goal“culturalizing people”and“making people culturalized”and construct a new pattern of instructional culture in the future.

关 键 词：教学文化 时代嬗变 未来趋向 学教平衡 

分 类 号：G42[文化科学—课程与教学论]