论语文课堂的应然图景--走向共生  

The Prospect of the Chinese Curriculum Classroom as It Should Be-towards Symbiosis

作　　者：向刚 XIANG Gang(Chongqing No.18 Middle School,Jiangbei 400020,China)

机构地区：[1]重庆市第十八中学,重庆江北400020

出　　处：《当代教育理论与实践》2023年第3期40-48,共9页Theory and Practice of Contemporary Education

摘　　要：“双减”揭示了当前教育面临的挑战,为打破僵局,语文课堂四要素需找准位置,走向共生。根据LICC和共生理论两大指标,语文课堂可分为“一维主导、二维共生、三维共生和完全共生”四大类型,其中“师、生和环境共生”“师、生和教材共生”和“完全共生”是语文核心素养生长的沃壤。当前影响课堂共生的关键因素在于社会环境变化和认知差异。走向共生课堂的策略有三:一是建立师生共生体,以包容和谦卑的态度来克服师生认知水平差异;二是建构以学生接受为中心的文本解读路径,完善语文学科认知“概念网”,将因认知对象产生的差异控制在合理范畴;三是求取不同价值范式共存,明确不同课程价值范式边界,塑造理想的外部环境。“Double Reduction”reveals the current challenges that education faces,and in order to break the deadlock,the four elements of the language classroom need to find their places and develop towards symbiosis.According to the two indicators of LCC and symbiosis theory,Chinese classrooms can be divided into four types:“one-dimensional dominance,two-dimensional symbiosis,three-dimensional symbiosis and complete symbiosis”,of which“teacher,student and environmental symbiosis”,“teacher,student and textbook symbiosis”and“complete symbiosis”are fertile soil for the growth of language core literacy.At present,the key factors affecting classroom symbiosis are changes in the social environment and cognitive differences.There are three strategies for development towards a symbiotic classroom:firstly,establishing a teacher-student symbiosis to overcome the difference in cognitive level between teachers and students with an inclusive and humble attitude;secondly,,constructing a text interpretation path centered on student acceptance to improve the cognitive“conceptual network”of Chinese subjects and control the differences caused by cognitive objects in a reasonable scope;thirdly,seeking the coexistence of different value paradigms to clarify the boundaries of different curriculum value paradigms and shape the ideal external environment.

关 键 词：“双减” 语文课堂类型 共生教育 认知差异 

分 类 号：G633.3[文化科学—教育学]