教学对话的教育性审辨及意蕴重构

The Educational Judgment and Implication Reconstruction of Teaching Dialogue

教育性是贯穿于教学对话始终的核心价值和主导力量,规范和引领着教学对话的由来和所向。教育性教学对话的目的在于“成人”:通过师生之间富有启发性的对话引发个体持续地探求知识的生命状态,在生命与生命的相遇、相识与相知中交互融合和相互摄养,进而实现塑造人性以及文化育人的教育目的。教学对话不应拘泥在狭义的教学知识授-受的范畴之内,而应具有开放性实践的视野:通过“敞开知识”,实现个体对知识进行层层追问的可能性;通过“敞开关系”,促进师生之间情感的建构;通过“敞开自我”,走向心灵的自我对话,进而建构更趋理想的自我。这是教学对话的教育性追求,也是教学对话教育性意蕴重构的内核。教师只有凸显教学对话的本体性价值,重视教学对话的主体性体验,拓展教学对话的生成性空间,求索教学对话的艺术性意趣,才能为教育性教学对话赋予新的活力。

The educability is the core value and the leading force throughout the teaching dialogues,which regulates and guides the origin and direction of the teaching dialogues. The aim of educational teaching dialogues is“to be fully developed individuals”. The enlightening dialogues between teachers and students bring out the individual’s life state of continuously seeking knowledge,and the mutual fusion and nurture is realized through the life’s encounter with life and in the acquaintance and intimacy,thus attaining the educational goal of shaping the human nature and cultivating the people through culture. Therefore,the teaching dialogues should not be rigidly confined within the narrow scope of transmission and receiving of teaching knowledge,but should have an open vision of practical field;the possibility of individual knowledge inquiry is achieved through the open knowledge;the feeling between teachers and students is promoted through the open relationship;and the self-dialogue going to the soul is constructed through the open self,thus building a more ideal self. This is not only the educational pursuit of teaching dialogues,but also the core of reconstructing the educational meaning of teaching dialogues. Educational teaching dialogues could be endowed with the essence of new life only when teachers highlight the ontological value of teaching dialogues,attach importance to the subjective experience of teaching dialogues,expand the generative space of teaching dialogues,and seek the artistic interest of teaching dialogues.