摘要
尽管学界已普遍认同课堂教学的交往本体观,即课堂教学是一种特殊的交往活动,以交往的形态存在,但从课堂观察等实证研究来看,我国的课堂教学却严重存在着五大交往缺场或失当的现象单一而非多元、虚假而非真实、控制而非自主、“偏爱”而非平等、对抗而非和谐。因此,提升课堂教学交往的合理性,还课堂教学以交往的本真面目,还任重而道远。
Though among the educational circle there is consensus on the ontological view of classroom teaching as communication, i. e. classroom teaching is a special communicative activity which exists as a kind of communication. However, from the positive researches such as classroom observation, we can find there are five phenomena of absence and improperness in our classroom teaching practice: single, false, manipulative, partial and confrontationist . So there is a long way to go in improving the rationality of classroom teaching communication, and restoring the true communication to the classroom teaching.
出处
《教育理论与实践》
CSSCI
北大核心
2004年第7期56-59,共4页
Theory and Practice of Education
关键词
课堂教学交往
缺场
失当
classroom teaching communication
absence
improperness
