混合教学的生命意象及其营造

The Life Intention of Blended Learning and Its Construction

混合教学的理解及其设计,见仁见智,结论繁多,但普遍存在忽视本能直觉,旁落“心灵涌动”,流于知识客观化,疏于求知欲唤醒等远离教育生命本质的弊端。如何呈现主体直觉、想象奔涌、创造绵延等无法言说的生命意象,是混合学习设计必须思考的重大课题。就目标诉求而言,混合教学之生命意象及其营造,须树立自由生长的目的观,心灵交融的师生观,知识流变的课程观,培植“土壤”的方法观。就实践路径而言,混合教学之线上教学设计,要组织与呈现有营养的知识,激发探究性活动,可促进自我评价反思;混合学习之线下教学设计,需提供成果展示、经验陈述、合作交流与学习总结的欲望、机会与空间;最后,以教育之爱与自由审美融摄线上与线下空间,促进个体的诗性生活,实现线上线下的联动。

Scholars interpret and implement blended learning differently. The common problem is widespread neglect of instinct intuition, the "spiritual surging," the indiscriminate use of knowledge, the neglect of the desire to forge, and the escaping of the essence of educational life. To develop effective blended learning, we have to consider the following issues: how to present the subject’s intuition, imagination, and creation of life images that cannot be easily described. As far as the targeted appeal is concerned, the living image of blended teaching and its creation must establish the concept of free growth, the teacher-student view of spiritual integration, the curriculum view of knowledge change, and the method of cultivation of "soil." As far as the practice path is concerned, we should design the online part of blended teaching to organize and present nutritious knowledge, to stimulate inquiry activities, and to promote self-evaluation reflection. For the offline part, it is necessary to provide results presentation, experience statement, the desires, opportunities, and spaces for cooperation and learning and summarization. Lastly, the love of education and free aesthetics are combined with online and offline space to promote individual poetic life and to facilitate online and offline interaction.