摘要
现实的学校教学实践正在遭受着主体的隐退、思想的匮乏、个性的销蚀、创新的缺失等病症,表现出依附性、操作性、同质性、重复性的异化特征。这不仅与学校组织的控制逻辑压制教师自我意识的萌发有关,也与对制度化教学和模式化教学的崇拜有关。要走出教学的异化状态,就要做到重视教师个体人格的培育、合理调整制度的规范空间与自由空间、摒弃标准化和模式化的教学,以创造性的方式体验教学世界。
School teaching practice is under pains of subjectivity-hidden, thought-absented, individuality-corroded and innovation-lacked, and is characterized by alienation of dependence, operation, homogeneity, repeatability. The cause of this alienation not only is related to the control logic of school organization which suppresses germination of teacher＇s self-consciousness, and is also associated with the worship of institutionalized and patterned teaching. In order to get out of alienation state of teaching, we should emphasize the cultivation of teachers＂ individual personality, reasonably adjust the constraint and free space of the institutions, reject standardized and patterned teaching to experience teaching world in a creative manner.
出处
《教育发展研究》
CSSCI
北大核心
2012年第6期54-57,共4页
Research in Educational Development
基金
华东师范大学2010年校级"博士研究生学术新人奖"(XRZZ2010002)资助
关键词
教学实践
异化
个体人格
自由空间
teaching practice, alienation, individual personality, free space
