课堂场域中的矛盾冲突及其因应方略

Contradictions and Conflicts in the Class Field and Their Coping Strategies

教师主体与学生主体在课堂教学场域的时空里通过交往和对话形成了由低级到高级的"自在性共同体"、"群集性共同体"和"自为性共同体"三种具体形态的共同体。不管以哪一种形态的共同体为中心来设定课堂教育教学活动,其教育教学实践中的人际关系、文化知识学习等方面都具有显著的自身特点,存在不同的教育教学实践的矛盾冲突。解决课堂教育教学实践中矛盾冲突引发的困境应当从掌握教育教学内容、维护课堂秩序、适应习惯、评价与认可四个范畴入手,制定因应的方略,经营课堂教育教学活动,才能更好地传承文化意识、优化师生关系、彰显教育教学情境中和谐的动态的生命力。

Teacher subject and student subject in classroom practices has transformed from low- level ＂ passive group＂ to ＂ collective group＂,and then to the high- level ＂ positive group＂. Each of the three forms is served as a core driven- force of teaching activities,in which contradictions will certainly occur. Coping strategy must be set to help manage teaching activities,enhance the consciousness of cultural inheritance,optimize the teacher-student relationship and manifest the enormous vitality in teaching practices.