“独白”与对话式教育结构

Monologue" and Interlocutory Education Structure

对话式教育内含"独白—对话"之间的相互包含、循环再生的"生态"结构关系。对话式教育基本上是由作为片段的师生各自的"独白"链接、融合而成的。现实语境中存在两种"独白":一种是实质为独断的"独白";一种是个人言说之"独白"。不可将"教育中的'独白'"一概地隐喻为独断,否则便会将"教育中的'独白'"与"'独白'式教育"混为一谈。完全消解了"独白"的"'对话'式教育"没有实现的可能性。为促进学生主体的确立和主体间性的生成,必须既倡导和强调"对话",又鼓励和尊重"独白",把包括"独白"在内的"对话"的权利还给学生,在"对话"与"独白"的必要张力中理解和构建对话式教育。

Inerlocutory education contains an 'ecological ' relationship between 'monologue and interlocution'. Interlocutory education is basically created by fractional 'monologues' between teachers and students. In real language contexts there are two 'monologues': one is in effect the dogmatic 'monologue'; the other is the selftalk 'monologue'. 'Monologue' in education can not be unanimously implied as dogmatic, or it will confuse 'monologue ' in education with 'monological education'. Thus, the 'interlocutory education' of 'monologue'is totally impossible. Interlocution must be advocated and emphasized in order to promote the establishment of student subjectivity and intersubjectivity, while 'monologue' is encouraged and respected so as to return to students the rights of 'interlocution' with 'monologues' in them and to understand and construct a interlocutory education between 'interlocution' and 'monologue'.