课堂活力的内涵、特征及培育路径  

Connotation,Characteristics and Cultivation Path of Classroom Vitality

作　　者：魏亚丽 孙宽宁 WEI Yali;SUN Kuanning

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《济南大学学报（社会科学版）》2023年第6期153-159,178,共8页Journal of University of Jinan:Social Science Edition

基　　金：国家社会科学基金一般项目“新时代县域学校协同发展的动力机制及支持体系研究”(项目编号:BHA230136)之阶段性研究成果。

摘　　要：“让课堂焕发出生命活力”是当前课堂教学改革追求的重要目标。课堂活力是师生在有序的教学实践中所表现出来的良善的发展状态与能力。人们有时把课堂活力形式化地理解为丰富的活动、活跃的气氛、忙碌的状态等外在表现,而真正的课堂活力具有指向师生的良善发展、注重知识的意义建构、根植真实的教学实践、彰显制度的人性关怀的基本特征。培育课堂活力是一项系统工程,需要全面开放,联通课堂教学内外交流的信息通道;动态迭代,塑造建构与解构交替的课堂耗散结构;反思优化,打造理智与情感交融的人性课堂。"Promoting classroom vitality"is an important objective of current education reforms.Classroom vitality pertains to the positive development and abilities of teachers and students within an organized teaching practice.While some may view classroom vitality as simply comprising of active engagement,a lively atmosphere,and a bustling environment,true vitality transcends external appearances.Authentic classroom vitality includes the essential qualities of fostering the holistic development of teachers and students,prioritizing the construction of meaningful knowledge,aligning with practical teaching practices,and exhibiting empathetic care for all individuals.Developing classroom vitality is a comprehensive project that requires transparent communication channels,both internally and externally,within the teaching environment.It involves continuous evolution,building a dissipative classroom structure through alternating cycles of construction and deconstruction.Moreover,it necessitates reflective optimization to create a humanistic classroom that harmoniously integrates reason and emotion.

关 键 词：课堂活力 良善发展 人文制度 动态迭代 

分 类 号：G42[文化科学—课程与教学论]