走向主体间性的生存——教学冲突研究

发布时间：2018-08-30 07:49

【摘要】： 教学是教师教学生学习的过程,也即教师指导和帮助学生学习的过程。然而,这并不意味着教师怎么教学生就怎么学,或者教师教什么学生就学什么。学生并不是一个被动接受教师指导和帮助的机器人,而是有自我意识和独特人格的能动的个体。对于教学的目标、内容、方法、评价等,学生有着自己的认识、见解和倾向。当教师与学生在关于教学的主张方面互不一致时,就可能产生教与学的冲突,即教学冲突。教学冲突是一种对立性的教学互动形式,既包括显性的、可见的相互对抗,也包括隐性的、心理上的矛盾冲突。教学冲突既不等同于师生冲突,也不等同于课堂冲突,是一个独立的问题域,是一个亟需研究的问题。教学冲突不是从外部强加于教学过程的偶然事件,而是教学内部教与学双方互动的一种方式,是教与学之间的一种关系与状态,是一个动态的活动过程。借助布迪厄的场域理论对教学场域进行分析可知,教学场域是一个意义空间、文化空间和争夺的空间,其中的主导资本是文化资本,教师与学生因拥有资本的不同而处于场域内不同位置。教学场域特有的时间结构、空间结构和人员结构都使得教学场域成为一个冲突之域,教学冲突是教学场域的正常存在。教学是一种培养人的社会活动,教师与学生的总体目标和根本利益是一致的,这是教学活动存在的根本,也是教学场域区别于其他社会场域的根本所在。教师与学生之间在权力、资本上的差异性格局只是教学冲突发生的结构性基础,差异性格局能否导致现实的教学冲突发生,关键在于场域内相对处于弱势的一方是否认可这一差异性格局的合理性。教学冲突的深层根源在于人的主体性。主体性包括能动性、自主性和创造性,它使人成为敢于坚持自我和反抗外在控制的存在。主体性是人作为主体的价值特性,而不是作为实体的事实属性,也就是说,人的主体性只能从人的活动去理解,它存在于人与自然、社会和人的关系当中。在人类社会不断向前发展的过程中,人先后告别动物生存状态和对类群体的依赖获得了主体性且主体性不断增强,作为人类的一种特殊活动,教学的发展和变迁是这个过程的一部分,内在于教学过程的教学冲突也经历了一个从隐性到显性、从稀疏到频繁的嬗变。人的主体性的发展历程与教学冲突的变迁历程具有一致性,这并不是历史的巧合,而是历史的内在统一,是人自身与人的活动的内在关联与统一。人的主体性作为教学冲突的发生根源,必须在教学过程当中、在教师与学生身上获得自身的表现方式,才是现实的和可以理解的。教学冲突是教师与学生在教学场域的一种生存方式,他们如何理解世界、知识、他者和自我,就是如何理解教学冲突的,就会产生什么样的教学冲突。概括而言,教师的教学观和学生观以及学生的学习观和教师观是直接影响教学冲突的两大因素。对教学冲突进行解析有利于全面深入地认识教学冲突:1、教学冲突的性质。教学冲突具有文化性、共有性和建设性,这是基于教学场域的基本特性和教学活动的根本旨趣所作出的判定。教学冲突的性质不是自在的和自足的,不是某种神秘的客观必然性,而是在人的活动中表现出来的内在规定性和倾向性,是人的自觉意志的体现;2、教学冲突的类型。利用类型学的分析和归纳的认识方法,对“教学冲突”进行类型的分梳和考察,在“教学冲突是什么”的基础上继续追问“教学冲突的类型有哪些”,有利于在抽象和具体之间、普遍性和特殊性之间、概括性和情境性之间,搭建起一座沟通二者的桥梁。根据不同的标准,可以将教学冲突划分为不同的类型:根据冲突的内容的性质,划分为知识冲突、情感冲突、价值冲突和行为冲突;根据冲突是否具有外显表现,划分为显性冲突和隐性冲突;根据冲突的目标指向,划分为现实性冲突和非现实性冲突;根据冲突的动机,分为占有性冲突与生存性冲突。生存性教学冲突是教学冲突的理想存在方式。分类的目的是为了从逻辑上分别地、准确地把握事物。现实的教学冲突往往不是作为某一种纯粹类型存在的,而是各种“纯粹”类型的混合物,只是侧重不同而已;3、教学冲突的功能。教学冲突既有促进个体和群体发展的积极功能,又有破坏师生关系与教学进程的消极功能。人是决定教学冲突的功能发挥的决定性因素;4、教学冲突的过程。教学冲突由一系列前后相继的事件组成,包括潜在对立、产生、发展、转换、结果五个阶段,是一个连续的、动态的活动序列,教学冲突具体的发生、发展和结果如何取决于我们看待它的态度和对待它的方式。一切问题都是时代的问题,在特定的历史阶段都有其特定的内涵与表现形式。社会转型导致了理性的分化,多元文化带来了同一性的解体,信息革命造成了传统教学生活方式的危机,教育变革则引发了教与学之间关系的变迁,四者相互连通、相互促发,共同为教学冲突注入了新的强大生命力,使教学冲突成为教学中的“平常事”。当前,教学冲突表现出频度增加、内容扩展、手段多元和影响深远的特征,成为教学中不可忽视与回避的问题。然而,由于效率主义横行、工具理性宰制、非理性权威泛滥和自我主体性消解等原因,不少教师对教学冲突的理解存在简单化、片面化的误区。植根于这种错误理解的教学实践,表现出强烈的“去冲突化”倾向,表现出对所谓的稳定教学秩序的极力追求。“去冲突化”教学对教师和学生造成长期的、隐蔽的伤害,禁锢其思维、压抑其个性、打击其兴趣,是一种教师通过伤害自己的方式来伤害学生的教学,是我们应该深刻反思和批判的。从而,合理应对教学冲突成为一个至关重要的问题。如果教学是为人的,教学必须具有教育性,那么教学冲突的应对也必须是为人的和具有教育性的。合理应对教学冲突,是指在应对教学冲突上既要追求手段与工具的合理性,也要追求目的的合理性。不能单纯地把教学冲突“解决掉”,应该促使教学冲突走向教学和谐。教学冲突与教学冲突的应对方式及其结果都是内在于教学过程当中的,本身就是教学的一部分,有什么样的教学,就会有什么样的教学冲突,从而就会有什么样的教学冲突的应对方式。因而,只有从根本上变革教学,才能真正有助于合理应对教学冲突,创设出有利于包容与合理应对教学冲突的教学比制定出具体的应对策略更加重要和根本。合理应对教学冲突的前提是教学认识的重建:教学是生活,生活需要创造,所以教学应鼓励创造;教学具有公共性,公共性存在于主体间的协商与“共识”当中,所以教学应建基于主体间性师生关系;教学必须是道德的,德性以自由为基础,所以教学中应充溢自由精神;教学是为了生命的,生命彼此差异和具有不完满性,所以教学必须具备宽容的品格。在此基础上,教师通过重建教学权威、涵养教学勇气、修炼教学智慧,承认、接纳和转化教学冲突。如此,才是真正的教学冲突的合理应对之道。最后,要想保障教学冲突的合理应对,还必须创造良好的教学内外条件,包括构建对话文化、完善教学管理和改进教学评价机制三个方面。
[Abstract]:Teaching is the learning process of teachers and students, that is, the process of teachers guiding and helping students learn. However, this does not mean that teachers teach students how to learn, or what teachers teach students to learn. Students are not passive receivers of teachers'guidance and help robots, but have self-awareness and unique personality capabilities. Students have their own understanding, opinions and tendencies about teaching objectives, contents, methods and evaluation. When teachers and students disagree with each other in their views on teaching, there may be a conflict between teaching and learning, that is, a conflict between teaching and learning. Teaching conflict is an opposite form of teaching interaction, both explicit and visible. The conflict of teaching is neither equal to the conflict between teachers and students, nor equal to the conflict in class. It is an independent problem domain and an urgent problem to be studied.
Teaching conflict is not an accidental event imposed on the teaching process from the outside, but a way of interaction between teaching and learning, a relationship and state between teaching and learning, a dynamic process of activity. The dominant capital of space and contention is cultural capital. Teachers and students are in different positions in the field because of their different possession of capital. To cultivate people's social activities, the overall goals and fundamental interests of teachers and students are the same, which is the basis of the existence of teaching activities and the fundamental difference between teaching fields and other social fields.
The difference of power and capital between teachers and students is only the structural basis of teaching conflicts. Whether the difference of personality can lead to the actual teaching conflicts depends on whether the relatively weak side in the field approves the rationality of the difference of personality situation. Subjectivity includes initiative, autonomy and creativity, which make people become the existence daring to insist on self and resist external control. Subjectivity is the value characteristic of human being as subject, not the fact attribute of entity. That is to say, human subjectivity can only be understood from human activities. It exists in the relationship between human being and nature, society and human being. In the course of the continuous development of human society, people have bid farewell to the living conditions of animals and their dependence on human groups, and have gained subjectivity and increased subjectivity. As a special human activity, the development and change of teaching is a part of this process, and the teaching conflicts inherent in the teaching process have also undergone a recessive process. It is not a historical coincidence, but an internal unity of history. It is the internal connection and unity of man himself and his activities. As the source of teaching conflicts, man's subjectivity must be in the process of teaching. It is realistic and understandable to acquire one's own way of expression between teachers and students. Teaching conflict is a way of existence between teachers and students in the teaching field. How they understand the world, knowledge, others and self is how they understand the teaching conflict, and what kind of teaching conflict will occur. The two major factors directly affect the teaching conflict are learning and students' outlook, students' learning view and teachers' view.
The analysis of teaching conflicts is conducive to a comprehensive and in-depth understanding of teaching conflicts: 1. The nature of teaching conflicts is cultural, common and constructive, which is based on the basic characteristics of the teaching field and the fundamental purpose of teaching activities. The objective inevitability, but the inherent stipulation and tendencies in human activities, is the manifestation of human conscious will; 2, the types of teaching conflicts. According to different standards, teaching conflicts can be divided into different types: knowledge conflict, emotion conflict and price according to the nature of the content of the conflict. Value conflict and behavior conflict are divided into explicit conflict and implicit conflict according to whether the conflict has explicit manifestation; realistic conflict and unrealistic conflict are classified according to the goal orientation of the conflict; occupational conflict and existential conflict are classified according to the motivation of the conflict. The purpose of teaching conflict is to grasp things logically and accurately. Practical teaching conflict is often not a mixture of "pure" types, but a mixture of "pure" types. It only focuses on differences. 3. The function of teaching conflict. The negative function of teacher-student relationship and teaching process.Man is the decisive factor that determines the function of teaching conflict.4.The process of teaching conflict.The teaching conflict consists of a series of successive events,including potential opposition,generation,development,transformation,and the result of five stages.It is a continuous and dynamic sequence of activities,and the teaching conflict is concrete. What happens, develops and depends on our attitude towards it and the way we treat it.
All problems are problems of the times and have their specific connotations and manifestations in a particular historical stage.Social transformation leads to the division of rationality,multi-culture leads to the disintegration of identity,information revolution leads to the crisis of traditional teaching lifestyle,and educational reform leads to the change of the relationship between teaching and learning. Connectivity, mutual promotion, jointly injected a new strong vitality into the teaching conflict, so that teaching conflict has become a "common thing" in teaching. At present, teaching conflict shows the characteristics of increasing frequency, expanding content, multiple means and far-reaching influence, which can not be ignored and avoided in teaching.
However, due to the rampant efficiency doctrine, the domination of instrumental rationality, the overflow of irrational authority and the dissolution of self-subjectivity, many teachers misunderstand the teaching conflict simply and unilaterally. De-conflicting teaching has caused long-term, hidden harm to teachers and students, restrained their thinking, suppressed their personality and attacked their interests. It is a kind of way that teachers hurt students'teaching by hurting themselves, and we should reflect and criticize it profoundly.
Therefore, it is very important to deal with the conflict of teaching reasonably. If teaching is human and teaching must be educational, then the conflict of teaching must be human and educational. The reasonableness of teaching conflict can not be simply "solved", but should promote teaching conflict to teaching harmony. The coping methods and results of teaching conflict and teaching conflict are inherent in the teaching process, and are part of teaching itself. What kind of teaching, there will be what kind of teaching conflict, so there will be. Therefore, only by fundamentally changing teaching can we really help to cope with teaching conflicts reasonably, and create a teaching that is conducive to inclusive and reasonable coping with teaching conflicts is more important and fundamental than formulating specific coping strategies. Teaching is life, life needs to be created, so teaching should be encouraged to create; teaching has publicity, and publicity exists in the consultation and "consensus" among the subjects, so teaching should be based on inter-subjective teacher-student relationship; teaching must be moral, virtue is based on freedom, so teaching should be full of the spirit of freedom; teaching is for students; On this basis, teachers should reconstruct teaching authority, cultivate teaching courage, cultivate teaching wisdom, admit, accept and transform teaching conflicts. Thus, the real way to deal with teaching conflicts is to ensure teaching conflicts. Reasonable response should also create good internal and external conditions for teaching, including building a dialogue culture, improving teaching management and improving the teaching evaluation mechanism.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G424

【引证文献】