课堂生命活性的生成逻辑——德勒兹“根茎”思想的昭示  

The Generative Logic of Classroom Life Activity: The Revelation of Deleuze’s “Rhizome” Thought

作　　者：王兆璟[1] 韦怀 WANG Zhaojing;WEI Huai(School of Educational Science,Northwest Normal University,Lanzhou 730070,China)

机构地区：[1]西北师范大学教育科学学院,甘肃兰州730070

出　　处：《山西大学学报（哲学社会科学版）》2024年第2期127-134,共8页Journal of Shanxi University(Philosophy and Social Science Edition)

基　　金：2022年度甘肃省拨尖领军人才专项资助项目。

摘　　要：课堂教学关乎教育实践,蕴含着巨大的生命活性。“根茎”思想作为一种后现代思维方式,为探究课堂的实存状态及应然走向提供了新的视角。运用“根茎”思维,透视课堂“辖域”“层化”等局限,以游牧的方式开启“逃逸”的路线,激活个体生命,绵延自由意志,激发课堂创造力,呈现一种生命意向的敞开,昭示着活性课堂的主体性、之间性、流动性和生成性特征。建构充满生命活性的课堂图景,需反思并改造当下的课堂。通过构筑平滑的课堂空间,开启课堂的生命姿态,转向他者的教学交往,允许流变的自由生成,把课堂归还给教育,方可走向广阔的教育意义世界。Classroom teaching is related to education practice and contains great vitality. As a postmodern mode of thinking, the “rhizome” ideology provides a new perspective for exploring the actual state and expected direction of the classroom. Using the “rhizome” thought, we can see through the limitations of classroom “territorialization” and “stratification”,open the route of escape in a nomadic way, activate individual life, extend free will, stimulate classroom creativity, present an opening of life intention, and show the subjective, intermediate, flowable and generative characteristics of active classroom.To construct a classroom landscape full of vitality, it is necessary to reflect and transform the current classroom.Only by constructing a smooth classroom space, opening up the life posture of the classroom, turning to the teaching interaction of others, allowing the free generation of changes, and returning the classroom to education, can we move on to the vast world with educational significance.

关 键 词：课堂 生命活性 生成 根茎 

分 类 号：C42[社会学]