基于知识理性与权威理性的课堂管理

Class Management on Knowledge Rationality and Authoritative Rationality

管控式课堂管理束缚了学生的生命活力。教师采取管控式管理是因为对知识和权威存在非理性认识。基于理性的教育知识应包括逻辑性、求知欲、智慧、爱四个要素;基于理性的教师权威应由权力和人格力量共同构成。理性精神关照下的课堂秩序,是安静与活跃的统一、规则与自由的统一、知识学习与身心健康的统一。为了维持良好的课堂秩序,教师应基于知识理性和权威理性改善课堂管理,通过与学生共情、和谐沟通、制定执行课堂规则、提高良好课堂的条件创建能力,来营造有生命活力的课堂。

The control-based management still stands out that restrains students’ vitality in today’s primary and secondary school classrooms, which results from teachers’ irrational cognition of knowledge and authority. The rationality-based education is comprised of logicality, intellectual curiosity, wisdom and love while a teacher’s rationality-based authority is consisted of power and personality strength, with the latter to be a heavyweight. The class order in the guidance of rational spirit reflects the unity of peace and activity, rules and freedom, knowledge acquisition and physical and mental health. The authors believe that teachers can alter the control-based management through empathetic interaction, harmonious communication, and smart design and creation of class order to maintain a more vibrant classroom.