生存论哲学视域下合作学习的当代转向  

The Contemporary Transformation of the Cooperative Learning from the Perspective of the Existential Philosophy

作　　者：潘理平 吴亚林 PAN Liping;WIJ Yaling(The School of Education,Central China Normal University,Wuhan 430079;The School of Education,Hubei University of Science and Technology,Xianning 437000)

机构地区：[1]华中师范大学教育学院,430079 [2]湖北科技学院教育学院,437000

出　　处：《教育研究与实验》2022年第2期90-94,共5页Educational Research and Experiment

摘　　要：合作学习是一种极富生命力的教学形式。由于长期以来受教学“知识本位”倾向和“主客二元对立”思维范式影响,合作学习在我国陷入知识中心的困境:对知识的片面追求导致合作学习中主体价值发展的偏狭;主客二元对立使合作主体缺乏对话式交往;囿于“课堂”的小组合作割裂了学习与生活世界的意义关联。在当代人类生存境遇下,以生存论哲学思想为指导,突破传统合作学习中学生仅作为认知主体、甚至知识容器的培养桎梏,树立统整的价值主体的价值追求,实现思维范式从主客二元对立到主客一体的转向,建立“合作学习共同体”行为模式,成为合作学习当代转向之路径选择。The cooperative learning is a very vital form of teaching. Formed by the long-standing misunderstanding of the traditional epistemology of instruction, the tendency of “knowledge-based” and the thinking paradigm “subject-object dichotomy” have put the cooperative learning in China into a knowledge-centered dilemma: the one-sided pursuit of knowledge leads to the narrow development of subject values in cooperative learning;the subject-object dichotomy makes the cooperative subjects lack dialogical interaction;the group cooperation confined to the “classroom” cuts off the meaningful connection between learning and the living world. In the contemporary situation of human existence, with the guidance of existential philosophy, we need to break the shackles of traditional cooperative learning in which students are only cognitive subjects or even knowledge containers, establish the value pursuit of unified value subjects, realize the shift of thinking paradigm from subject-object dichotomy to subject-object integration, and establish the behavior model of “cooperative learning community”, which is the choice of contemporary transformation of the cooperative learning.

关 键 词：生存论哲学 价值主体 合作学习 合作学习共同体 

分 类 号：G420[文化科学—课程与教学论]