过程断裂与实践旨归:对话教学的过程哲学审思

Process Fracture and Practice Purport: Thoughts on Dialogue Teaching from the Perspective of Process Philosophy

本体论上,对话教学是在过程中创造和生成的客观存在物。在课堂运行过程中,对话教学易产生知识成分的缺失、文本意义的肢解、主体关系的错位三个方面的断裂。根据过程哲学的宇宙论、方法论、认识论和价值论,对话教学过程断裂的实践旨归需维持要素与空间之间的张力、采取合生与转化的方法关照文本意义、发挥主体的感受力、构建对话的有机体。

In ontology, dialogue teaching is an objective existence created and produced in the process. In the process of classroom operation, it is easy to make three aspects fractured and they are the lack of knowledge, the dismemberment of text meaning and the dislocation of subject relation. According to the process philosophy of cosmology, methodology, epistemology and value theory, it is necessary to maintain the tension between elements and space, to show care to the text meaning by means of synthesis and conversion, to exert the perception of subject and to construct the organic of dialogue.