摘要
“文本”作为一种全息性存在,与课堂教学在内在本质、外部特征、生成过程等方面有着高度的契合性和一致性。课堂教学就是一篇待写或在写的文本。根据教学逻辑和现实观察,课堂教学文本有预设性和生成性两大类,其中生成性课堂教学文本有独白式、对话式、超对话式三种具体形态。从文本视角区分课堂教学,既有助于实践者更专业地书写作为文本的课堂教学,也有助于研究者更全面地考察作为课堂教学的文本。
As a holographic existence,text is highly compatible and consistent with classroom teaching in the internal essence,the external characteristics and the generation process. Classroom teaching is a text to be written or a text being written. According to the teaching logic and the practical observation,classroom teaching texts can be divided into two categories:preset classroom teaching text and generative classroom teaching text. The latter is further divided into three specific forms:monologue classroom teaching texts,dialogue classroom teaching texts and super-dialogue classroom teaching texts. To distinguish classroom teaching from the perspective of textis both helpful for practitioners to implement the classroom teaching as texts more professionally,but also for researchers to investigate texts as classroom teaching more comprehensively.
作者
刘飞
LIU Fei(School of Literature,Huaiyin Normal University)
出处
《教育理论与实践》
北大核心
2022年第28期44-51,共8页
Theory and Practice of Education
基金
江苏省教育科学“十四五”规划重大课题“学科育人视角下‘新教学’体系建构研究”(课题编号:A2021/12)的阶段性研究成果。
