教学作为文化实践:对吉鲁“边界教育学实验”的考察与审思  

Teaching as Cultural Practice:An Investigation of and Reflection on Giroux’s Border Pedagogy

作　　者：多强 程良宏[1] DUO Qiang;CHENG Liang-hong(College of Education Science,Xinjiang Normal University,Urumqi Xinjiang 830017)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830017

出　　处：《新疆师范大学学报（哲学社会科学版）》2024年第4期130-134,共5页Journal of Xinjiang Normal University(Philosophy and Social Sciences)

基　　金：国家社科基金项目“新疆高校教师文化润疆的使命认同及其实践路径研究”(22BMZ090);新疆师范大学自治区文科基地“新疆教师教育研究中心”招标项目“新疆高校教师助力乡村振兴建设的实施现状及困境研究”(ZK202235B);新疆维吾尔自治区社科基金项目“社会主义核心价值观视角下新疆青少年‘中华优秀传统文化’培养研究”(21BKS013)的阶段性成果。

摘　　要：传统的教学理解和教学研究主要将教学视为知识传递活动。在这一观点主导下,“知识传递”被狭隘地视作教学的全部目的,淡化了教学的文化实践属性。自20世纪60-70年代起,批判教育学家对课堂教学中文化实践的考察分析引发人们对教学中文化现象及文化实践问题的理解和反思。文本拟对批判教育学派重要代表人物之一吉鲁及其“边界教育学实验”理论思想进行考察,通过对吉鲁有关教学作为文化实践这一论题的理解阐释,为教育者反思如何基于学生已有的文化经验或体验更加合理地设计课程教学,突破知识教学传统对学生创造性发展的局限,以课堂教学微观层面作为文化实践的切入点,为文化育人提供批判性的借鉴。Teaching has been seen as knowledge transmission activities.From this theoretical perspective,knowledge transmission is narrowly regarded as the entire purpose of teaching,weakening the cultural and practical attributes of teaching.From the 1960s and 1970s,the critical educationists’inspection and analysis of cultural practice in classroom teaching triggered their perception and reflection on cultural phenomenon and cultural practice in teaching.This article aims to examine the theoretical notions of Giroux,one of the important representatives of the critical education school,and his border pedagogical experiments,presenting his understanding of the cultural practice of teaching so as to reflect on how to design curriculum teaching more reasonably based on students’existing cultural experiences,to break through the restriction of traditional knowledge teaching on students’creative development,and to provide critical reference resources for cultivating moral character and cultural education through cultural practice at the micro level of classroom teaching.

关 键 词：文化实践 教学属性 教学理解 批判教育学派 

分 类 号：G42[文化科学—课程与教学论]