消解抑或转型——论建构主义知识观视域下的教师权威

Transformation Instead of Dispelling: Exploration to the Essence of Teacher's Authority from the Constructivist View of Knowledge

社会的快速发展和变化促成了建构主义知识观对传统客观主义知识观的超越,由此带来学界对教师权威的理论和实践的困惑。对教师权威的传统解读局限于实体思维,于是视角只需也只能有一个,即教师视角;用实践思维审视教师权威,学生视角便成为必要视角。运用实践思维,从学生视角,应用演绎逻辑的方法分析建构主义知识观视域下教师权威变化的本质意义,得出如下结论:建构主义知识观视域下,教师权威并未消解,而是实现了由自发性权威向自觉性权威的转型。此结论的得出在解决理论困惑的同时,也能为教师的价值判断和选择提供必要的事实判断基础。

The constructivist view of knowledge has transcended the objectivist view of knowledge due to the rapid development and changes of the society, which has caused confusion of the theory and practice of the teacher＇s authority. The traditional interpretation of the teacher＇s authority is limited to the subjective thinking, so the angle of view can only be the teachers＇ perspective. To examine the teachers＇ authority with practical thinking, the students＇ perspective will become important and necessary. This research applies practical thinking and the deductive logic to analyze the essence of the change of teachers＇ authority from the constructivist view of knowledge in the student＇s perspective. It has drawn the conclusion that the teachers＇ authority has not been dispelled but transformed from the spontaneous authority to conscious authority from the constructivist view of knowledge, which provides the factual judgment basis for the teachers＇ value judgment and their choices.