走向对话:独白式学习的症候及其超越  

Towards Conversation:Symptoms and Transcendence of Monologue Learning

作　　者：陈得军[1] 闫丽[2] CHEN De-jun;YAN Li(School of Education Science,Xinjiang Normal University;School of International Cultural Exchange,Xinjiang Normal University)

机构地区：[1]新疆师范大学教育科学学院 [2]新疆师范大学国际文化交流学院,新疆乌鲁木齐830017

出　　处：《教育理论与实践》2021年第34期59-64,共6页Theory and Practice of Education

摘　　要：基于简单化和方法化思维,独白式学习脱离了社会性、交往性和伦理性的语脉,注重效率,固守讲授、记忆和满堂灌输,苛求唯一正确的知识,遗忘了“经验”和“探究”。在过多追求知识的符号表征意义时,遗忘了对存在者存在意义的探寻。而对话性学习起源于苏格拉底,经过杜威和维果茨基的发展,旨在追求学习的复杂性、关系性、情境性和探究性,看重学习者的自我批判,成为破解独白式学习的可能路径。在对话性学习中,参与者需要确立“复杂性学习思维”,破解对于学习的简单化处理;在合作学习中,要促进主体间的互动交往与对话;教师应基于反思性教学模式组织教学,为学习者建构和表达自身意义搭建脚手架。Based on simplified and methodological thinking,monologue learning is separated from social,communicative and ethical linguistic contexts.Giving priority to efficiency,it sticks to lecturing,memorization and indoctrination,demands the only correct knowledge and neglects“experience”and“exploration”With the symbolic meaning of knowledge pursued too much,the meaning of existence of beings has been ignored.Originating from Socrates and developed by Dewey and Vygotsky,conversational learning aims to pursue the complexity,relatedness,situationality and exploration of learning and values the learner's self-criticism,thus becoming a potential path of monologue learning.In the conversational learning,participants need to establish“complex learning thinking”so as to get out of the simplification of learning.Meanwhile,interaction and communication between subjects are promoted in the process of cooperative learning.Teachers organize teaching based on a reflective teaching model and build scaffolding for learners to construct and express their own meanings.

关 键 词：独白式学习 对话 对话性学习 复杂性思维 合作学习 

分 类 号：G420[文化科学—课程与教学论]