教学机智：成就智慧型课堂的即兴品质

发布时间：2019-03-19 21:06

【摘要】： 机智是一种与人交往的实践智慧，因此，它是一种善的身体行动，具有“品性之优”、“理性之优”的两维。机智的品性之优既表现为对人，也表现为对己，而置于实践逻辑之下的理性之优则不是指“缜密的反思”，而是讲求“在适当的时候，在适当的地方，对适当的人作出适当的行为”。机智是在强调了实践活动的“不确定性”和“紧迫性”下的一种即兴创作，它是由“惊异”引起的，所以，机智的理性之优表述为“面对惊异，契合情境发展的即兴创作”，这种即兴创作具有“被构成”的性质，即理论、规则、方案是作为一种线索内化于身体行动中的，机智具有新奇性、效用性、偶然性和瞬间性。机智往往是以一种忘我的直觉判断的方式发生的，是一种全身心投入的行动，它的发生和观察、暗示、选择联合有关，同时也受到情绪、意志的影响。 教学机智是发生在课堂教学情境中的机智，置于美学视野下的教学观将机智视为教学的优秀性所在。教学机智，既具有机智的一般特性，也具有其独有的特性。它的品性之优表现在教学中师生一种不对称的“你我”相遇以及教学活动的自成目的性，关注教师的幸福。而它的理性之优，则体现在恢复了教学活动的实践样式的智慧性教学实践中，作为实践智慧的教学行动要求充分重视“人”的因素，在活动中内蕴目的，同时打破笛卡尔式的身心二元论。情境与时机成为关键词，教学在特定的情境中获得意义，将教学从技术性教学实践中的“是什么”变为不断发现的“可能是”的智慧性教学实践。时间也被重新引入实践，，在拼图隐喻下的萎缩的时间轴拉伸成为画家作画的绵延的时间轴，教学情境的“瞬息断面”放入有力的时间流中成为一个连续体，突出了教学的“时机”概念。在这种情境观和时间观上，教学带有叙说的性质，教师要善于在学习共同体中敏锐地捕捉“惊异”，并将这种“惊异”推向深远。 智慧型课堂犹如爵士乐演奏，“机智地教学”是智慧型课堂的外表特征，“机智地教学”意味着一种准备好了的即兴素质，也就是说，并不仅仅至于描述一个事件，而是符合“假如……，那么”的假言陈述。构造智慧型课堂意味着从一种技术式的“简单性思维方式”向一种更符合实践情境的“复杂性思维方式”转变，质疑明确的目标、有效的教学程序、预期的因果关系，涌现的教学目标、复杂的因果关系及返回教学事件提供了即兴生成的情境脉络。 “机智地教学”是一个完整的实践过程，包括行动前，营造更为弹性化时和生活化的空间往往成为一种改造教学面目的契机。而预设是为了更好的生成，与旨在消除实践不确定性的“剧本式的教学计划”不同，“愿景式的教学设计”是带着教师对学科、教学和学生的热情，一种在实践中有创意空间的“未有最终答案”设计，从而呈现多线型、全景式、表象式和大步骤的特点；行动中是全身心投入的，“机智地教学”是一种身体行动，通过动作和表情、幽默、语言来表现，此外，智慧型课堂将教学中原有的悖论激发出来，机智地教学是在这种悖论的张力中行动的，发展教学节奏感、创建富有活力的常规、形成自我的教学风格、变换教学方法很重要；行动后的反思，是一个内外兼修的过程，要依靠个人和群体的双重力量，教师学习共同体为教师实践智慧的养成提供了资源和支持，而外部力量通过教师的自我统整起作用。
[Abstract]:Intelligence is a kind of practical wisdom with people, so it is a kind of good body action, with the two dimensions of "quality of character" and "the good of reason". The excellence of wit's character is not only to the person, but also to the self, while the reason of the reason placed under the practical logic is not the "The Introspection of the Mi-mi", but the "Where appropriate, an appropriate act is given to an appropriate person in an appropriate place". The wit is an impromptu creation under the "uncertainty" and the "Urgency" of the practice activity, which is caused by the "marvel", so the rational nature of the wit is the "In the face of the surprise, the improvisation of the development of the fit situation", which has the nature of the "is composed of", that is, the theory and the rule, The programme is internalized in physical action as a clue, with novelty, utility, contingency and instant. The wit tends to occur in the form of an ungrateful, intuitive judgment, a kind of action that is fully committed, its occurrence and observation, the implication, the selection of the association, and the influence of the emotion and will. The wit of teaching is the wit that occurs in the classroom teaching situation, and the teaching view in the view of the aesthetics will be apparent It is the excellent sex of teaching. Teaching wit, not only has the general characteristic of wit, It also has its own characteristics. The excellent performance of its character in the teaching is an asymmetric "You and me" of the teachers and students and the self-objective of the teaching activity. Sex, pay attention to the teacher's well-being, while its reason is excellent, it is reflected in the practice of the practice of restoring the practical style of the teaching activity, the teaching action as the practical wisdom requires the full attention to the factors of the "a man", in the activity the purpose, and at the same time break the flute Carl's physical and mental dualism. The situation and timing become the key words. The teaching is of significance in a specific situation. The "What is it" from the technical teaching practice becomes the "major be" The practice of intelligent teaching is also re-introduced. The time axis of the atrophy under the metaphor of the puzzle is the time axis of the painter's painting. The "instantaneous section" of the teaching situation is put into a strong time stream to become a continuous body, and the "trunk>" time of the teaching is highlighted. The concept of "" in this situation view and time view, the teaching has the nature of the classification, the teacher should be good at capturing the "marvel" in the learning community, and the

"marvel" < / Chunk> is far-reaching. The intelligent class is like a jazz performance. The "teaching of wit" is the external feature of the intelligent class. The "teaching of wit" means an impromptu quality that is ready, that is, not just about the description of an event, but by the "If it is. and the" The false statement of n, then, ". The construction of an intelligent class means a transition from a technical "simple mode of thinking" to a "the way of complexity thinking" that is more in line with the practice context, challenging clear goals and effective teaching The program of learning, the expected causal relationship, the emerging teaching goals, the complex causality The "teaching of wit" is a complete practical process, including the pre-operation and the camp. The creation of more elastic and active space tends to be an opportunity to transform the face of teaching. The presupposition is for better generation, which is different from the "a script-style teaching plan" designed to eliminate the uncertainty of practice. The "The Teaching Design of the Vision" is the enthusiasm of the teacher to the subject, the teaching and the students, and the "trunk>" No. of the creative space in practice. "al answer" design to present the characteristics of multi-line, panorama, representation, and big steps; it is the whole body of action, and the "teaching of wit" is a body action, through action and expression, you In addition, the intelligent class has inspired the paradox in the teaching, and the intelligent teaching is to act in the tension of this paradox, to develop the sense of teaching and rhythm, to create a dynamic tradition, to form a self-teaching style, to transform the teaching method, and to act. The post-reflection is an internal and external process, which depends on the dual power of the individual and the group, and the teacher's learning community is the teacher's practical wisdom.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G420

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