“无言之教”的审美阐释及实践策略  

The Aesthetic Interpretation and Its Practical Strategies of“Discourse Hidden instruction”

作　　者：李如密[1] 孙嘉蔓 Li Rumi;Sun Jiaman(Nanjing Normal University)

机构地区：[1]南京师范大学课程与教学研究所,南京210097

出　　处：《当代教育科学》2024年第6期42-48,共7页Contemporary Education Sciences

摘　　要：“无言之教”来源于儒道两家的教育思想,是以“自然”为核心的感悟式教学,强调教学的顺其自然和无为而教。从审美角度来看,“无言之教”具有审美开放性、审美导向性、审美建构性和审美超功利性的特征,需要师生基于自身经验对审美对象顺其自然地意会、欣赏和创造。“无言之教”意涵丰富,包括“有言”和“不言”的交互相生、互相融合。教师需要借助审美意象,营造审美情境,使教学以“有”生“无”;重视审美意会,通过审美欣赏,实现教学“无”中生“有”;依托师生对话,重视言语与非言语的含蓄作用;整体把握课堂态势,实施“无言之教”的择宜艺术等方式,促进教学有效实施。"Discourse hidden instruction"originates from the educational ideas of Confucianism and Taoism,which is a perception teaching with"nature"as the core,emphasizing the naturalness of teaching and teaching without doing.From an aesthetic point of view,"discourse hidden instruction"is characterized by aesthetic openness,aesthetic orientation,aesthetic constructiveness and aesthetic hyper-utilitarianism,which requires teachers and students to understand,appreciate and create aesthetic objects naturally based on their own experience.The meaning of"discourse hidden instruction"is rich,including the interplay and integration of"words"and"no words",In teaching,teachers need to use aesthetic imagery,to create an aesthetic context,so as to make what sutdents have not mastered from"something"in teaching;pay attention to aesthetic experience in order to realize"something"from"nothing"in teaching through aesthetic appreciation;rely on teacher-student dialogue so as to emphasize the implicit role of verbal and non-verbal language;grasp the classroom situation as a whole,and implement the art of choosing"discourse hidden instruction"in order to promote the effective implementation of the teaching.

关 键 词：“无言” “无言之教” 审美体验 审美想象 

分 类 号：G420[文化科学—课程与教学论]