教师上课紧张体验的现象学解释

The Phenomenological Interpretation of Teachers'Tense Experience in Class

上课紧张是教师的普遍体验。基于现象学、解释学视角,以悬置、还原、比较和溯源的方法分析文艺作品、实习教师访谈记录与轶事、核心字词语义和惯用语等资料,发现上课紧张体验的结构由感受、表现和意义构成。教师上课紧张的感受是变慢的时间、延伸的时间和割裂的空间,其表现是受迫的自我、显现的身体和失控的语言,其意义是在意学生成长和注重他者评价。上课紧张体验有复杂动态结构,是新手教师专业发展的“十字路口”,发展教学能力是其面对上课紧张的最佳选择。

Being tense in class is a common experience for teachers.Based on the perspectives of phe-nomenology and hermeneutics,and using the methods of suspension,reduction,comparison and tracing,this study analyzes literary works,interviews and anecdotes of novice teachers,and the meaning of core words and idioms,and finds that the structure of the experience of being tense in class consists of feelings,manifestations,and meanings.The feelings of being tense in class for teachers are slow time,extended time,and fragmented space,which are manifested manifested as a forced self,manifested body,and uncontrollable language.The meaning of being tense in class is to care about the growth of students and focus on the evaluation of others.The experience of being tense in class has a complex and dynamic structure,which is the"crossroad"of novice teachers'professional development,and it is the best choice for novice teachers to develop their teaching ability in the face of tension in class.