教育戏剧话语转化的创生机制及其教育意蕴——基于话语实践的审思视角

The Creation Mechanism of the Transformation of Drama in Educational Discourse and Its Educational Implications——The Deliberative Perspective based on the Discourse Practice

作为话语实践的教育戏剧具有独特的话语实践逻辑,蕴含着教育戏剧话语转化与创生的基本范畴。教育戏剧话语的转化与创生需要话语主体在“离我远去”的同时不断地“反观自我”,在理解、诠释与行动中达到话语主体间“视域的融合”,实现从“单调式话语”向“复调式话语”的转化、从“单模态话语”向“多模态话语”的转化、从“离身式话语”向“具身化话语”的转化。具身认知思维、对话交往思维以及融通转化思维作为教育戏剧话语转化与创生的内在思维动力催生了教育戏剧话语转化与创生过程中丰富的教育意蕴:身体的解放,学习主体认知疆界的深度延展;语言的涵化,课堂思维跨越学科的纵横贯摄;生命的濡化,育人价值多维向度的敞开生成。

As a practice of discourse,educational drama has its own unique logic of discourse practice,which contains the basic categories of discourse transformation and creation of educational drama.The transformation and creation of the discourse of educational drama requires the discourse subject to go away from me while constantly reflection on the self,to achieve the fusion of horizons between the discourse subjects in understanding,interpretation and action,and to achieve the monotonic.The transformation from discourse to polyphonic discourse,from monomodal discourse to multimodal discourse,and from absent discourse to embodied discourse.Embodied cognitive thinking,dialogue and communication thinking,and integrated transformation thinking,as the internal thinking power of the transformation and creation of educational drama discourse,gave birth to rich educational implications in the process of discourse transformation and creation of educational drama:liberation of the body,the deep extension of the cognitive boundary of the learning subject;the acculturation of language,the cross-discipline of classroom thinking;the enrichment of life,the opening and generation of multidimensional values of educating people.