从规训空间到生活空间——论知识教学空间的当代生存论转向

From Spaces of Regulation to Spaces of Living——On the Contemporary Existential Turn in the Space of Teaching-Learning Knowledge

知识教学育人价值的发挥需要追问知识教学空间的本体论和价值论。传统知识教学空间在价值取向上片面追求知识工具理性,在思维方式上单维度理解知识教学,在空间形式上囿于狭窄而封闭的课堂空间等,割裂人与世界的意义关联,遮蔽教学空间的多元表征方式,切断知识与经验的交融性和互动性,其规训特质仍然显存。在当代中国发展学生核心素养的目标诉求下,以生存论哲学为指导,从功能取向、思维方式和表征方式等角度对知识教学空间进行诠释与重构,有助于改变传统知识教学空间的规训特质,向具有开放性和实践性的生活空间转向,以发挥知识教学的全面发展价值,促进学生核心素养的发展。

The educating value of knowledge instructing needs to ask about the ontology and value theory of the knowledge instructing space.Due to the deviation of the understanding of traditional instructing epistemology,the classroom instructing space presents alienation phenomena such as one-sided pursuit of the instrumental rationality of knowledge,one-dimensional understanding of knowledge teaching and confined to the narrow and closed classroom space,which cuts the meaningful connection between people and the world,obscures the multiple representations of instructing space and cuts off the intermingling and interactivity of knowledge and experience,and its disciplinary qualities are still evident.Under the goal of developing students’key competency in contemporary China,the Philosophy of Survival Theory is used as a guide to interpret and reconstruct the knowledge instructing space from the perspectives of functional orientation,so as to promote the transformation of the disciplinary qualities of the traditional knowledge instructing space to the living space,which can bring into the comprehensive development value of knowledge instructing and promote the development of students’key competency.