摘要
倾听既是一种教师应有的教学姿态,也是学生相互学习的理想姿态。但是在当下的课堂教学中,在我们讲求高效、有效教学的同时,忽略了对他人表达的关注和应对,在追求标准答案和完美理解的过程中出现了倾听的缺席、倾听的主体不对等和倾听沉默的缺失现象。忽视了那些思考的声音和沉默的声音,也因此失去了丰富的学习互动和交流体验。现象学主张倾听应具有意向性、他者性和还原性的特质。由此,才能回归教学倾听的教育学意蕴,改变对教学倾听的片面理解,拓宽对教学倾听问题的研究视野,以及为课堂教学倾听发生提供新思路。
Hearkening is not only an attitude that teachers should have,but also an ideal attitude for students to learn from each other.However,in current classroom teaching,while we emphasize efficient and effective teaching,we ignore the attention and response to others expressions.In the pursuit of standard answers and perfect understanding,there come the absence of hearkening,the inequality of hearkening among individuals,and the lack of hearkening to silence.When the voices of thinking and silence are ignored,the learning interaction and communication experience are lost.From the perspective of phenomenology advocates,hearkening should have the characteristics of intentionality,otherness and reduction.In this way,it is possible to return to the pedagogical connotation of hearkening in teaching,change the one-sided understanding of hearkening in teaching,broaden the research horizon of hearkening in teaching,and provide new ideas for hearkening in teaching.
作者
李如密
王玲玲
LI Ru-mi;WANG Ling-ling(Institute of Curriculum and Instruction,Nanjing Normal University,Nanjing Jiangsu,210097,PRC)
出处
《当代教育与文化》
2021年第2期20-26,共7页
Contemporary Education and Culture
关键词
教学倾听
现象学
意向性
他者性
还原性
hearkening in teaching
phenomenology
intentionality
otherness
reduction
