摘要
营造积极的教育生态,需要跳出主客二分法来剖析师生的世界,从单一以师或生为中心的个体视角,转向建设师生共在的对话型、共主体的关系性视角。师生共在性对话是基于人本主义理念,从师生共同成长发展的视角,把师生作为一个共同体来审视的新的教育教学主张。师生共在性对话凸显了关系性、协同性和实践性的主要特征。这些主要特征突出了师生共同主体的地位,确立了师生共同成长的目标,形成了师生携手共创的理念。构建师生共在性对话路径就是在教育地位上要从单向倾斜转向双向平等,在成长动力上要从外部推动转向内部生成,在师生关系上要从泾渭分明转向共在开放,最终达到教学相长的目的。
The creation of a positive educational ecology requires a break with the subject-object dichotomy and a transformation from a single individual perspective centered on teachers or students to a relational perspective of building a dialogue-based,co-subjective relationship between teachers and students.Grounded in humanistic principles,the teacher-student co-presence dialogue is an emerging educational proposition,which examines the teacher-student relationship from the perspective of mutual development and views teachers and students as a unified community.It demonstrates the key characteristics of relationality,collaborativity,and practicality as a matter of priority,all of which together highlight the status of teachers and students as co-subjects,establish the goal of their shared development,and form the concept of joint creation through collaboration.In this sense,constructing a path for the co-presence dialogue entails shifting from one-sided inclination to bidirectional equality in educational roles,transforming external impetus into internal generation as the driving force for growth,and evolving from clear-cut distinctions to co-present openness in the teacher-student relationship.Ultimately,these shifts will contribute to achieving the goal of mutual enhancement in teaching and learning.
作者
张奇峰
ZHANG Qifeng(School of Marxism,HangzhouDianzi University,Hangzhou Zhejiang 310018,China)
出处
《杭州电子科技大学学报(社会科学版)》
2025年第6期56-62,共7页
Journal of Hangzhou Dianzi University(Social Sciences)
基金
教育部人文社会科学研究项目(23YJAZH108)。
关键词
师生共在性对话
内涵诠释
主要特征
构建路径
teacher-student co-presence dialogues
connotation
key characteristics
pathway construction
