学生课程理解的“缺席”与“在场”:基于在场理论

The"absence"and"presence"of students curriculum understanding:based on presence theory

学生课程理解关系到教育活动中学生的角色定位和话语权力,对学生学习主体性的发挥、自律性的养成和创造性的实现具有重要意义。然而,学生课程理解在现实中却存在“缺席”问题,主要表现为:师生对课堂教学存有刻板印象,导致了学生“失语”;学生对辅助工具盲目应用,造成了独立理解“缺位”;学生个体“资本”积弱,带来了理解过程踟蹰。从理论、价值和实践3个层面明晰学生课程理解的“在场”逻辑,有助于回应学生课程理解问题的自洽性、必要性以及合理性。于教师而言,需要发挥角色责任唤醒学生课程理解意识,利用教学中的关键事件培养学生的课程理解能力,引领学生转换学习动机促进课程理解自觉,以期实现学生课程理解的真正“在场”。

The understanding of course content by students has significant implications for their role definition and discursive power within educational activities.It plays a pivotal role in the development of their agency in learning,self-discipline,and the realization of creativity.However,there is a"absenteeism"problem in reality concerning students'understanding of courses,mainly manifested as follows:both teachers and students hold stereotypical perceptions about classroom teaching,leading to student"speechlessness";students blindly apply auxiliary tools,resulting in an absence of independent understanding;the weakening of individual"capital"among students causes hesitation in the understanding process.Clarifying the"presence"logic of students′course understanding from theoretical,value,and practical perspectives can help address the coherence,necessity,and rationality of the problems surrounding students′course understanding.For teachers,it is necessary to fulfill their role responsibilities to awaken students′consciousness of course understanding,utilize critical events in teaching to cultivate their abilities in course understanding,guide students to transform their learning motivation to promote conscious course understanding,and ultimately achieve the real"presence"of students′course understanding.