论教师的教学自由及其限度

On Teaching Freedom of Teachers and its Limits

教学自由与教师发展密不可分,但学界对教学自由的探讨还不充分。从词源角度对“教学自由”一词考察后发现,其最早出现于“学术自由”这一概念之中,经不断发展和演进,含义逐渐丰富。在审视教师教学自由的过程中,首先基于对象、过程、目的、权利四个层面探讨教师教学自由的含义,在此基础上尝试揭示教师教学自由的内涵和外延,同时阐释教师教学自由的批判性、生成性、创造性三个基本特征,并辨析教师的教学自由与学术自由、教育自由、教学自主、自由教学等相关概念的区别与联系。教师教学自由应有一定的“度”,需在不损害良好教学秩序的前提下,以相关主体权利为制约,以教学理性为约束,以道德、良知为底线,从而为教师教学自由的实现提供有效保障。

Teaching freedom is closely related to teacher development,but it has not been adequately discussed in academic circle.Etymologically,the word“freedom of teaching”first appeared in the concept of“academic freedom”,and its meanings have been gradually enriched through continuous development and evolution.The meanings of teacher’s teaching freedom are discussed from four levels of object,process,purpose and right.On this basis,this paper tries to reveal its connotation and denotation,explains its three basic characteristics of criticality,formativeness and creativity,and analyzes the differences and relations of teaching freedom,academic freedom,educational freedom,teaching autonomy and free teaching.However,there should be a certain degree of teaching freedom.On the premise of not damaging the good teaching order,teachers’teaching freedom should be restricted by the rights of relevant subjects,restrained by teaching rationality and based on morality and conscience so as to provide effective guarantee for its realization.