教师教学行为剧场化的误区及匡正路径

Misunderstanding and Correction of the Theatricalization of Teachers Teaching Behaviors

在后现代语境中,剧场化行为已经渗透到人类日常社会的方方面面。社会学家戈夫曼认为,人生就如演戏一般,个体通过扮演不同的角色呈现他人所期待的自我。教师教学行为具有剧场化的特征,在学校这个具有隐喻性和象征性的剧场内,教师基于自身的角色定位,在具体的教学情境中呈现出双向教学行为。教师教学行为剧场化具有维持教学“情境定义”、唤醒“具身认知”的诗意身体、满足师生自我实现的需求、塑造“立美育人”的审美境界等教育功能,丰富个体的生命体验,促进师生双方共同进步和发展。但教师教学行为剧场化也常常会陷入“单一化”的角色世界、“程式化”的教学流程、“神秘化”的师生关系、“独白化”的课堂互动等误区,使人们产生诸多偏见和误解,导致其正向功能得不到彰显而被遮蔽。教师教学行为剧场化误区的匡正路径在于:转变社会角色期待,提高教师职业认同度;培养教师自我意识,不断完善自我状态;回归质朴教学艺术,激发真实教学活力;注重课堂主体交互,促进师生双向发展,从而彰显教师教学行为剧场化的育人本质。

In the postmodern context,theatrical behavior has penetrated all aspects of human daily society.The sociologist Goffman believes that life is like acting,in which individuals play different roles to present themselves as what society and others expect.Teachers teaching behaviors exhibit theatrical characteristics,as teachers operate within the metaphorical and symbolic theater of the school.Based on their role positioning,teachers engage in bidirectional teaching behaviors in specific teaching contexts.The theatrical teaching behavior of teachers has the educational function of maintaining the definition of teaching situation,awakening the poetic body of embodied cognition,meeting the self-realization needs of teachers and students,and shaping the aesthetic realm of aesthetic education,enriching and developing the life of individuals,and promoting the common progress and development of both teachers and students.However,it will also fall into the misunderstandings of“single”role world,“stylized”teaching process,“mystical”teacher-student relationship,“monologue”classroom interaction.Due to the above misunderstandings,people often have many prejudices and misunderstandings so that the manifestation of its positive function is obscured.The correction of the theatricalization of teachers teaching behaviors involves transforming societal role expectations to enhance professional identity,nurturing teachers inner selves for self-improvement,returning to authentic teaching artistry,unleashing genuine teaching vitality,emphasizing interactive classroom dynamics,fostering mutual development between teachers and students,and highlighting the educative essence of the theatricalization of teacher s teaching behaviors.