表达主义:一个他者性时代的学习理论  

Expressivism:A Learning Theory in the Era of Otherness

作　　者：郑良玉 Zheng Liangyu(Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《当代教育论坛》2025年第2期44-53,共10页forum on contemporary education

摘　　要：教育正迈向一个比以往更加关注学习者个体的他者性时代,其范式显露出弥合与重构的迫切需要。通过辨析表达与学习的关系,澄清了本真学习的应有之义——“表达即学习”,并在借鉴与扬弃相关理论的基础上,提出表达学习理论。表达主义学习理论的核心观点有:(1)学生作为表达存在,也可以成为创造者与教学者。(2)教师不仅是“讲师”“导师”,还要成为“听师”。(3)学习不能只专注输入,更要追求输出。在此,“输出”至少具有两层含义:一是要知晓在何时何地、用何种方法或途径会得到何人(或AI)的何种帮助;二是借由“展示自我”“质疑与追问”以及“帮助他者”等方式实现高效输入。(4)讲授是对学生表达的一种“回应”,而“教学生如何表达”才是真正的教。(5)提出“四诊合参”的评价(理解)方法论。Education is stepping into an era of otherness that pays more attention to individual learners than ever before,and its paradigm highlights the urgent need for bridging and reconstructing.By analyzing the relationship between expression and learning,the inherent meaning of authentic learning—"Expression is Learning"—has been clarified.Based on the relevant theories of reference and sublation,a theory of expression learning has been proposed.The core viewpoints are:(1)Students as expressive beings can also become Creators and Educators.(2)Teachers are not only"Lecturers"and"Mentors",but also"Listeners".(3)Learning should not only focus on Input,but also strive for Output.Here,Output has at least two meanings:We must know when and where,and what methods or channels to use seek help from whom(or AI);We also need to achieve maximum Iutput through methods such as"have the courage to question and pursue","actively help others"and"actively showcase ourselves".(4)Teaching is only a"response"to students'expression,but"teaching students how to express themselves"is the real teaching.(5)Drawing on and proposing the evaluation(understanding)methodology of"four diagnostic methods combined with articipation".

关 键 词：表达 表达主义 学习理论 他者性 

分 类 号：G420[文化科学—课程与教学论]