课堂时间的三维样态  

The Three-Dimensional Forms of Classroom Time

作　　者：石献记 SHI Xianji(Rural Educational Research Center,Hunan Normal University,Changsha 410081,Hunan,China)

机构地区：[1]湖南师范大学乡村教育研究中心,湖南长沙410081

出　　处：《湖南师范大学教育科学学报》2025年第1期74-79,共6页Journal of Educational Science of Hunan Normal University

基　　金：教育部哲学社会科学研究重大课题攻关项目“新时代教育评价改革的实现路径研究”[22JZD046]。

摘　　要：作为教育的结构性范畴,课堂时间始终关涉学生个体生命的自我建构和自我实现,是学生个体生命存在、发展、创造的支撑性条件。基于课堂属性和时间观念的双重规定性,课堂时间本体呈现出“空间化时间”“意识化时间”和“制度化时间”三种样态的有机统一。在一体三维的时间视域中,课堂时间的本真意义才能获得整全的理解。课堂时间在每一种样态下蕴含不同的教育价值,具体体现为“空间化课堂时间”蕴含教学活动的育人时序,“意识化课堂时间”蕴含本真教育的育人时机,“制度化课堂时间”蕴含学校教育的育人节奏。教育者应基于整全视域认识课堂时间,自觉地在“时序”“时机”“节奏”三重时间逻辑下实践高质量的课堂教学。As a structural category of education,classroom time has always been related to the self-construction and self-realization of students'individual lives and is a supportive condition for the existence,development and creation of students'individual lives.Based on the dual determinacy of classroom attributes and the concept of time,the ontology of classroom time presents an organic unity of three forms:“spatialized time”,“conscious time”and“institutionalized time”.Only in the time perspective of unity in three dimensions can the true meaning of classroom time be fully understood.Classroom time contains different educational values under each form.Specifically,“spatialized classroom time”contains the educational sequence of teaching activities,“conscious classroom time”contains the educational opportunity of authentic education,and“institutionalized classroom time”contains the educational rhythm of school education.Educators should understand classroom time based on a comprehensive perspective and consciously practice high-quality classroom teaching under the triple time logic of“sequence”,“opportunity”and“rhythm”.

关 键 词：课堂时间 时间观念 空间化时间 意识化时间 制度化时间 

分 类 号：G424[文化科学—课程与教学论]