“问题驱动”范式下活力课堂的重构路向

The Reconstruction of Dynamic Classroom under the “Problem-driven” Paradigm

活力课堂是指师生在人文制度框架的规约下,通过对知识的实践运作实现自身良善发展的课堂。审慎考察一线教师实际构建出的活力课堂可以发现,师生因受市场取向目标指引、过密知识控制、精细规则制约,从而导致活力课堂出现一定程度的舍远求近、发展阻滞和主体假象等问题。出现这些问题的重要原因在于活力课堂建基于教学传统、权威理论,而这些传统和理论在流变社会的裹挟和荡涤下日渐失去了对师生教与学行为的完全解释力,使活力课堂有名无实。以问题为驱动,聚焦“超现实主义实用性”,培育生产取向的完整之人;抱持“螺旋发展式知识观”,实现知识创生的深度学习;厘清“规则之合法性意涵”,追寻彰显人性的德性自由将成为重构活力课堂的应然路向。

Dynamic classroom is a classroom where teachers and students, within the framework of a humanistic system, achieve their own good development through practical operation of knowledge. A careful examination of the dynamic classroom constructed by frontline teachers reveals that teachers and students are guided by market-oriented goals, controlled by overly dense knowledge, and constrained by fine rules, resulting in a certain degree of distance seeking proximity, development barriers, and subjective illusion in the classroom. The important reason for these problems is that the dynamic classroom is based on teaching traditions and authoritative theories, which have gradually lost their full explanatory power to the teaching and learning behavior of teachers and students under the influence of the changing society, making the dynamic classroom meaningless. Driven by problems, it focuses on“surrealism practicality”and cultivates complete people with production orientation, adheres to the“spiral development knowledge view”and achieves deep learning of knowledge creation, clarifies the legal implications of“rules”and pursues moral freedom that showcases human nature will become the necessary direction for reconstructing a dynamic classroom.