“双减”的教学反思——教学伪和谐批判  

Reflection on Teaching under the Background of"Double Reduction"Policy:Criticism on Deceptive Teaching-learning Harmony

作　　者：王爱菊 Wang Aiju(School of Teacher Education, Anqing Normal University, Anqing, Anhui 246133, China)

机构地区：[1]安庆师范大学教师教育学院

出　　处：《四川师范大学学报（社会科学版）》2022年第1期131-137,共7页Journal of Sichuan Normal University(Social Sciences Edition)

基　　金：安徽省哲学社会科学规划重点项目“教育现代化背景下基于学生观转型的教学变革研究”(AHSKZ2017D18)的成果之一。

摘　　要：教师作为落实“双减”的直接责任人,决然不能将“双减”简单等同于“减少考试,减少作业”等,而应积极谋求教学的改进。教学因其双主体参与的特性,本质地蕴含着对教学和谐的追求。然而,教师对教学和谐的追求往往会导致教学伪和谐。因此,要真正落实“双减”,必须对教学伪和谐进行深刻的反思和批判。教学伪和谐或者是平庸、肤浅的“和谐”,或者是强制、硬造的“和谐”,给教与学双方带来长期、隐秘的伤害。大部分教学伪和谐是由于教师对教学和谐理解的偏差而无意导致的,所采用的手段包括刚性的和柔性的两种。教学伪和谐的存在,与我国尚和求同的文化传统、注重面子的社会心理密切相关,同时也是控制取向的课堂管理的产物。As teachers are directly responsible for the implementation of“double reduction”policy,they must not simply equate“double reduction”with“reducing exams and reducing homework”,but should actively seek to improve teaching.Due to its characteristics of dual subject participation,teaching essentially contains the pursuit of harmony between teaching and learning.However,teachers’pursuit of teaching-learning harmony often made it deceptive.Therefore,to truly implement the“double reduction policy”,deceptive teaching-learning harmony must be deeply reflected and criticized.Deceptive teaching-learning harmony,because of its concealment,does long-term and potential harm to teachers and students.The existence of deceptive teaching-learning harmony cannot be entirely attributed to teachers,which is closely related to the cultural tradition of seeking common ground,the social psychology of paying attention to keeping face and the control-oriented classroom management.

关 键 词：“双减” 教学和谐 教学伪和谐 

分 类 号：G632.0[文化科学—教育学]