论美好课堂生活及其创建之路  

An Argument on a Desirable Classroom Life and Its Creation

作　　者：赵文慧 刘济良[1] ZHAO Wenhui;LIU Jiliang(Faculty of Education,Henan University,Kaifeng,475004,China)

机构地区：[1]河南大学教育学部,开封475004

出　　处：《全球教育展望》2024年第1期30-39,共10页Global Education

基　　金：国家社会科学基金“十四五”规划2021年度教育学一般项目“生命教育新视域研究”(项目编号:BEA210109)的阶段性研究成果。

摘　　要：美好课堂生活承载着对课堂生活优质化的价值期许,旨在达成师生双方互相生命滋养的理想课堂教学效果。美好课堂生活以物质生活为基础保障、以理性生活为主要内容、以关系生活为表现形式、以道德生活为核心环节,彰显着润泽生命、促进幸福、完善德性和推进发展的重要意义。美好课堂生活之创建需要优化课堂教学空间,促进身心“在场”的具身学习;提升教学交往素养,在相互关怀中玉成师生幸福;重构课堂教学秩序,培育学生参与公共生活的能力;关注教学育人过程,突显学生评价话语的德性关照。A desirable classroom life carries with it the value expectation of raising the quality of classroom life,aiming to achieve the ideal classroom pedagogical effects in which the teachers and students mutually provide life nourishment for one another.A desirable classroom life is based on material support,has rational life as its main content,uses relationship life as its form of expression,and features moral life as its core component.As such,a desirable classroom life holds considerable importance for enriching life,promoting happiness,perfecting virtues and promoting development.The creation of a desirable classroom life requires optimizing the classroom teaching space,promoting embodied learning in which both the body and mind are present,enhancing the quality of teacher-student interaction,boosting teacher-student happiness through mutual caring,reorganizing the order of classroom teaching,enhancing students'ability to participate in public life,paying attention to the process of teaching that educate students,and highlighting student evaluation discourse that supports the development of virtues.

关 键 词：美好生活 课堂生活 教学交往 学习共同体 

分 类 号：G424[文化科学—课程与教学论]