教学的诗性:科技逻辑约束下的反思  

Poetic Nature of Teaching:Reflection Under the Constraint of Scientific and Technological Logic

作　　者：闫若婻 Yan Ruonan

机构地区：[1]广西师范大学教育学部 [2]广西师范大学广西民族教育发展研究中心,桂林541004 [3]南京师范大学教育科学学院,南京210097

出　　处：《课程．教材．教法》2024年第9期100-108,共9页Curriculum，Teaching Material and Method

基　　金：2024年度国家社会科学基金教育学一般项目“面向乡村振兴的学校美育变革实践研究”(BAA240035)。

摘　　要：诗性是对人类理想智慧样态的精神追求与生命表达。蕴含诗性的教学彰显了生命与艺术的交融,具体涵盖生命与艺术的深度交感、生命与艺术的心物合融、生命与艺术的审美达成。然而,科技逻辑对教学张力与价值的弱化,导致教学主体的单一约束、教学程式的线性固定、教学评价的静态固化。因此,需要积极探索教学的诗性回归,在教学实践中强调教学主体的审美内省,注重教学主旨的诗意表达,指向教学内容的审美统整,呈现教学过程的开放创生,达成教学评价的审美境界,以实现教学认识论层面理性与感性的统合。Poetic nature represents the spiritual pursuit and life expression of human ideal wisdom.Teaching with poetic nature manifests the integration of life and art,specifically encompassing the profound symbiosis,the mind-matter integration,and the aesthetic realization of life and art.However,the weakening of teaching tension and value by scientific and technological logic leads to single constraint of teaching subject,linear fixation of teaching procedures,and static fixation of teaching evaluation.Therefore,in order to realize the unity of rationality and sensibility at the epistemological level of teaching,we should actively bring back the poetic nature of teaching,emphasize the aesthetic introspection of teaching subject,focus on the poetic expression of teaching idea,direct to the unification of teaching content,present the openness and innovation of teaching process,and achieve the aesthetic realm of teaching evaluation.

关 键 词：诗性 生命意义 教学审美 教学艺术 

分 类 号：G42[文化科学—课程与教学论]