情感现象学视域下在线教学临场感的人格生成意蕴  

Personality-generating Implication of Online Teaching Presence from Perspective of Emotional Phenomenology

作　　者：苏林猛 王立平[2] 炕留一 SU Lin-meng;WANG Li-ping;KANG Liu-yi(Northwest Normal University,Lanzhou 730070,China;Tongren University,Tongren 554300,China;Henan Normal University,Xinxiang 453007,China)

机构地区：[1]西北师范大学,甘肃兰州730070 [2]铜仁学院,贵州铜仁554300 [3]河南师范大学,河南新乡453007

出　　处：《黑龙江高教研究》2023年第3期21-26,共6页Heilongjiang Researches on Higher Education

基　　金：教育部人文社会科学研究青年基金项目“多模态数据分析视阈下课堂教学效能增值性评价研究”(编号:22YJC880026)的研究成果。

摘　　要：在线教学发展过程中存在情感价值缺位、人格发展圈囿等问题,剖析在线教学临场感的人格生成意蕴成为冲破各种“藩篱”的关键。基于舍勒情感现象学理论,从人格行为、人格情感和人格价值等三个方面,系统阐述了在线教学临场感的人格生成意蕴在精神生命化和生命精神化的交织中显现,并为在线教学临场感奠定了过程论、认知论和价值论基础。在此基础上,论述了在线教学临场感要凸显人格生成意蕴,教师教学要超越教学形式本身,即从情态性感知促进人格行为生成、从意向性理解激发人格情感体验、从智慧性引导提升人格价值感悟,让学习者在生命与精神的交织中生成健全的人格。In the development of online teaching, there are problems such as the lack of emotional value and the confinement of personality development, and the analysis of the personality generation implication of online teaching presence becomes the key to break through various “barriers”. Based on Scheler’s emotional phenomenology theory, the personality-generating implication of online teaching presence is systematically expounded in the interweaving of spiritual vitalization and life spiritualization from three aspects: personality behavior, personality emotion and personality value, and a process theory, cognitive theory and value theory foundation is laid for online teaching presence. On this basis, it is discussed that online teaching presence should highlight the personality generation implication and teachers should go beyond the teaching form itself: to promote personality behavior generation from affective perception;to stimulate personality emotion experience from intentional understanding;to enhance personality value perception from wisdom guidance, so that learners can generate a sound personality in the interweaving of life and spirit.

关 键 词：在线教学 教学临场感 价值教育 情感现象学 

分 类 号：G640[文化科学—高等教育学]