摘要
对话不是纯粹的谈话,真正的对话是对世界的一种改造。“教学对话”是教师和学生主体双方视界的融合过程。《被压迫者教育学》认为,爱、谦恭、信任、希望以及批判性思维是形成对话的先决条件。教学中的对话类型有三类:一是作为一种实践性对话的“师生对话”;二是作为一种反思性对话的自我对话;三是作为一种意义阐释性对话的“人与文本的对话”。由此,“对话式教学”亦不同于传统的“银行储蓄式”教育,它具有触及心灵、唤醒学生真实自我,打破陈旧、培养创新精神,加强合作、构建融洽师生关系的作用,是蕴藏于课程与教学改革中不容忽视的潜在力量。重申《被压迫者教育学》对话的教学思想,对于深入把握对话教学的实质、摒弃教学改革中的“虚假对话”和“空洞对话”、提升课堂教学品质,等均有着现实的镜鉴作用。
Dialogue is not a pure conversation.The real dialogue is a reformation of the world.The teaching dialogue is a fusion process of the horizons between teachers and students as subjects.As Pedagogy of the Oppressed points out,love,modesty,trust,hope and critical thinking are the prerequisites for dialogue.There are three types of dialogue in teaching:The first is the"teacherstudent dialogue"as a kind of practical dialogue;the second is the self-dialogue as a kind of reflective dialogue;the third is the"dialogue between humans and texts"as a kind of meaning-interpreting dialogue.Dfferent from the traditional"bank deposit"education,the"dialogue teaching"is a potential force in curriculum and teaching reform,and cannot be ignored.It can touch the heart and arouse the students'true selves,break the old and cultivate the spirit of innovation,strengthen cooperation and build the harmonious teacher-student relationship.To reiterate the dialogic teaching idea in Pedagogy of the Oppressed can bring a mirror effect of reality in grasping the essence of dialogic teaching,abandoning the supefficial"false dialogue"and"empty dialogue",improving the quality of classroom teaching,etc.
作者
张绍军
ZHANG Shao-jun(Hunan Normal University,Changsha,Hunan 410081)
出处
《怀化学院学报》
2023年第2期123-127,共5页
Journal of Huaihua University
基金
湖南省教育厅科学研究一般项目“深度学习促进学生发展核心素养的机制与策略研究”(19C1128)。
