解构与建构:教学思维场的哲学审视

Deconstruction and Construction:A Philosophical Survey of Teaching Thinking Field

教学思维既有师生的个体思维,也有群体思维。由群体思维融合生成的教学思维场,对个体思维又具有疏引和规训作用。从本体论和主体论的视阈来看,教学思维场具有独特的主客观双层结构,包括制度与文化要素的主观结构和主体群、时空维、问题域、逻辑链及意识流要素的客观结构。根据教学思维场的特殊结构,沿着强化行为心理、完善体制机制、依托教学组织、利用课堂时空、坚持问题导向、运用逻辑工具和训练思维意识的建构思路,运用问题设疑、对话交流、场域共振、拓展训练、自我反思和及时评价的方法,才能更好地发挥教学思维场的应有作用。

Teaching activity is a special practical activity, and there are two forms of teaching thinking: teacher-student independent thinking and group thinking. The combination of group thinking of teachers and students creates a teaching thinking field, which has the field effect on individual thinking and the function of guidance and discipline. Accurately grasping the connotation, structure and function of teaching thinking field is of great significance to improve teaching effectiveness and students’ thinking ability. From the perspective of ontology and subjectivism, the teaching thinking field has a unique dual structure of subjectivity and objectivity, including the subjective structure of the institutional and cultural elements and the objective structure of the subject group, space-time dimension, problem domain, logic chain and stream-of-consciousness elements. The characteristics of integration and convergence, gradual and interactive, guidance and generation, and the functions of inspiration and guidance, thinking training, self-construction, teamwork and attention-attracting, as well as the values of meaning connection, thinking discipline, spiritual gratitude, psychological and emotional integration between teachers and students, provide basic compliance for scientific construction and application of teaching thinking field to follow. Following the construction ideas of strengthening behavior psychology, improving system and mechanism, relying on teaching organization, utilizing classroom space and time, adhering to problem orientation, using logic tools and training thinking consciousness and applying the methods of question-asking, dialogue and communication, field resonance, outward bound training, self-reflection and timely evaluation, we can better play the due role of the teaching thinking field.