情感教育视阈下的“情感-交往”型课堂：一种着眼于全局的新人文主义探索

“Affective-Communication Classroom” from the Perspective of Affective Education:A New-humanism Exploration Focus on the Globalization

从关心教育的普遍质量以及将教育作为一种发展经济和消除贫困的财富,走向对个体学习方式、知识经验和教育质量的关心,并最终超越个人的知识和竞争层面,指向共同利益的维护和促进是全球教育的呼吁和发展趋势。情感教育在关心人的精神状态并通达全副生命发展,建构人类伦理以及面对狭隘、封闭的教育积弊方面具有重要价值,是反思教育并进行人文主义教育和教学实践的理论依据和实践经验。以情感教育思想为指导的"情感-交往"型课堂是融合情感教育、课程育人、情感德育为一体的,关心有生命质量的课堂教学。它注重课堂教学中教师、学生等个体间情感关系的顺畅、生命联系的牢固以及整个课堂教学环境的积极健康,最终指向包括个体情感在内的整体人格的健全发展。在教师的情感素养和能力、教师与学生的课堂行为表现以及课堂教与学的整体状态等方面,提供指导性、支架性、开放的"指南"可以帮助进行课堂教学的自我评价、自我诊断、课堂观察和同行互评,是指向具有"情感-交往"型课堂意蕴、体现情感教育旨趣和方向目标的可能路径和必要措施。

Unlike concerned about the general quality of education and taking it as a wealth to promote economic development and eradicate poverty, the trend of global education development is now concerned about Individual learning styles, knowledge, experience and education quality and ultimately beyond the individual＇s knowledge and competition, pointing to safeguard and promote the common values. As a theory and practice in humanism education and teaching, affective education is of great value to the matters concerned about people＇s mental state and the full life, construction of human ethics and resolving long-standing education abuse. Concerned about the quality of life in classroom, ＂Affective-Communication Classroom＂ is the integration of affective education, curriculum education and affective moral education based on affective education. It focuses on the sound development of individual overall personality based on the smooth affective relationship and solid life connection between individual teachers and students. As for halping with self-evaluation, self-diagnosis, classroom observation and peer assessment in classroom teaching, a guidance and open ＂Guide＂ can be provided in the forms of teacher＇s affective ability, the classroom behavior of teacher and student and the overall status of teaching and learning in classroom which are the target and necessary measures having ＂Affective-Communication Classroom＂ implication and the direction of affective education.