论我国课堂教学交往的缺场与失当

来源 :教育理论与实践 | 被引量 : 0次 | 上传用户:rrejoice
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
尽管学界已普遍认同课堂教学的交往本体观,即课堂教学是一种特殊的交往活动,以交往的形态存在,但从课堂观察等实证研究来看,我国的课堂教学却严重存在着五大交往缺场或失当的现象单一而非多元、虚假而非真实、控制而非自主、“偏爱”而非平等、对抗而非和谐。因此,提升课堂教学交往的合理性,还课堂教学以交往的本真面目,还任重而道远。 Although academics generally agree with the concept of communicative ontology in classroom teaching, that is, classroom teaching is a special kind of communicative activity that takes the form of social interaction. However, from the empirical study in classroom observation, there are serious problems in classroom teaching in our country. The phenomenon of market or misconduct is single rather than plural, false rather than true, control rather than autonomy, “preference” rather than equality, confrontation rather than harmony. Therefore, to enhance the rationality of classroom teaching and communication, but also to the true nature of classroom teaching, but also a long way to go.
其他文献
我院两年来,用西安交通电子技术研究所研制的ZHY――Ⅲ型高频电子治疗仪,治疗皮肤猪囊尾蚴病25例,取得了良好的疗效,现报道如下。