课程隐喻的审美性反思——兼论“课程作为跑的艺术”隐喻及其教育意蕴

Aesthetic Reflection on Course Metaphor——Metaphor of“Course as the Art of Running”and Its Educational Meaning

课程采用何种隐喻不仅体现了课程理解的称谓特性,而且规约课程的实践方向。一定意义上说,课程隐喻是课程审思与实践的逻辑前提。然而常见的课程隐喻因其自身证成方式的偏误,导致课程隐喻观照的课程实践陷入困境。从证成方式上看,课程隐喻可分为预设性和生成性隐喻,前者的代表为“课程是跑道”,后者的典型是“课程即奔跑”。两种课程隐喻的证成方式虽有其形成的特定时代背景,但二者都各执一端,难以实现课程本真的育人目标。从美学立场出发,基于课程实践的复杂性、艺术性和诗意性,试图构建一种超越预设性和生成性的审美性隐喻。课程作为“跑的艺术”则是审美性隐喻的重要代表。此课程隐喻旨在引领师生在课程实践中能诗意的栖居,实现精彩观点的碰撞和获得满意的感悟。

Course metaphor not only reflects the appellation characteristics of course understanding but also defines the practical direction of the course.To a certain extent,course metaphor is a logical premise of course reflection and practice.However,due to the common bias made by its own way,the practice of course metaphor in reality is in dilemma.In terms of justification,course metaphor could be divided into preset metaphor and generative metaphor.The former represents“course is a track”whereas the latter is“course is running”.Although the two metaphors have their specific historical background of formation,there are at opposite ends of the spectrum.Considering the complexity,artistry and poetic quality of the course practice,this paper tries to construct an aesthetic experience transcending preset metaphor and generative metaphor from the perspective of aesthetic position.As“art of running”,course is the most important representative of aesthetic metaphor.The purpose of this course metaphor is to guide teachers and students to live poetically in the course of practice and realize the stimulation of splendid idea and the feeling of life happiness.