摘要
具有传统认识论思维的教师认为学生的"异向交往话语"不具有可对话性,结果造成课堂师生交流的IRE模式。若从解释学的视域看,学生的"异向交往话语"则具有可对话性。解释学视域下的对话教学的目的不在于追求共同的可通约的"基础",而在于理解,具有问题优先性、持续循环性、游戏性等特征,其价值在于追求教育的创新性、提升师生的精神自由以及促进教师教学实践理念的不断变化。
The teacher with traditional epistemology believes that it is impossible to have dialogue with students＇ ＂words from different direction＂. As a result, it leads to the IRE mode of the teacher-student communication. Instead, in the horizon of hermeneutics, it is possible for the teacher to have dialogue with the students＇ ＂words from different direction＂. The aim of this kind of dialogue teaching doesn＇t strive for the commensurability, but for understanding, and it has characteristics of question priority, continual cycle and play. Its value lies in striving for educational creativity, elevating both the teacher and student＇s spiritual freedom, promoting the change of teacher＇s ideas of teaching practice.
出处
《教育发展研究》
CSSCI
北大核心
2011年第12期51-55,共5页
Research in Educational Development
关键词
异向交往话语
对话教学
理解
解释学
words from different direction, dialogue teaching, understanding, hermeneutics
