摘要
特殊时期"直播课堂"的普遍应用超出了简单的"工具"范围,而涉及到了"教学知识型"的全面转变。在"为知识的知识"——知识的辩证法意义上,直播课堂是反表演的。而一种反表演的课堂必然是也只能是以问题为中心的。"问题"即"交互"。缺失了交互性的直播只是一种传播的"形而上学";缺失了交互性的直播课堂只是一种知识的"形而上学"。课堂因"问题驱动"而成为"生产性课堂"。也只有当课堂真正成为生产性的,符合"知识生产"规律时,它才能成为整个社会物质、文化生产体系的有机组成部分,学校"产品"的适用性问题——突出表现为"就业率",也才能真正得到解决。
The universal application of "live video classroom"in special period goes beyond the scope of simple"tools",but involves the comprehensive transformation of "teaching episteme ". In the dialectical sense of "knowledge for knowledge"–knowledge,live classroom is anti performative. And a kind of anti performative classroom must also be problem-centered."Problem"implies "interaction". The live broadcast without interaction is just a kind of metaphysics of communication;the live broadcast classroom without interaction is just a kind of metaphysics of knowledge. Because of the "problem consciousness",the classroom becomes a "productive classroom". Only when the classroom truly becomes productive and conforms to the production law of knowledge can it become an organic part of the whole social production system. The applicability issues of the school’s"products"-highlighted in the "employment rate"-can also be truly solved.
作者
李光柱
LI Guang-zhu(School of Literature and Law,East China Universitye of Technology,Nanchang Jiangxi,330013,China)
出处
《晋中学院学报》
2020年第4期78-82,共5页
Journal of Jinzhong University
关键词
直播课堂
知识型
表演
问题驱动
生产性课堂
live video classroom
episteme
performance
problem driven
productive classroom
