教学表演:本体认识及其实践表达  

Teaching Performance:Ontological Cognition and Practical Expression

作　　者：王兆璟[1] 马晶晶 Wang Zhaojing;Ma Jingjing

机构地区：[1]西北师范大学教育科学学院,兰州730070 [2]宁夏师范大学教育科学学院,固原756000

出　　处：《课程．教材．教法》2024年第9期73-81,共9页Curriculum，Teaching Material and Method

基　　金：全国教育科学规划2019年度一般项目“西部民族高校青年教师工作满意度研究”(BMA190033)。

摘　　要：表演所蕴含的教育性及教学的表演意蕴使得教学表演得以可能。当下,教学表演在真实与人为、规约与创造的张力拉扯中,呈现两种异化形态,一是将表演作为教学变革的手段与方法,二是将教学表演视为一场舞台“作秀”。但实质上,教学表演作为教师与学生教育生活的基本样态,是角色性、关系性、艺术性和超越性的一体化表征,昭示着充满活力的教学本体。因此,教学表演的场景呈现需创造一个能动的聚合体,即构筑开放协同的教学剧场空间、关怀身体在场及其活力释放、追寻即兴表演之韵、迈向剧班生命意义共建及多维展开。The educational nature of performance and the performative implication of teaching make teaching performance possible.Currently,teaching performance presents two kinds of alienation in the tension between real and artificial and restriction and creation which is to take performance as a means and method of teaching reform and to regard teaching performance as a stage show.But in essence,as the basic pattern of teachers and students'educational life,teaching performance is an integrated characterization of role,relationship,artistry and transcendence,which indicates vibrant teaching ontology.Therefore,its presentation should create a dynamic aggregation,that is,to construct an open and synergistic teaching theater space,care for body presence and the release of its vitality,pursue the beauty of improvisation,and move towards the construction and multidimensional unfolding of the life meaning of the class.

关 键 词：教学表演 张力 异化 特性 实践表达 

分 类 号：G42[文化科学—课程与教学论]