摘要
在建构主义教学理论影响下,讲授法教学一直饱受质疑。通过对一门以讲授法为主要授课方式且深受学生喜爱的本科课堂进行案例研究,在参与式观察的同时邀请了14位在修、已修和旁听学生进行深度访谈并广泛搜集实物资料,最终基于类属分析法和情境分析法进行资料分析,研究发现:这堂以讲授法为主的案例课堂是复杂的,既充满了魅力,也隐藏着风险。一方面,知识内容的强理论性及教学法的单一性使得学生感到“难懂而枯燥”;另一方面,课堂所营造的引人入胜的课堂情境以及教师多维的个人魅力又吸引着学生融入课堂,学生在“枯燥而诱人”的复杂初体验中感受着课堂的张力。随着学习的深入,案例课堂的魅力逐渐通过教学内容的“主观性”、刻意克制的教学方法以及师生间共同体关系的建构显现出来。此外,课堂里学生的笑、“碎碎念”、点头、摇头等学生群像构成的多样图景也成为案例课堂魅力的生动表征。与此同时,由于案例课堂的魅力依赖于师生双方的意向性关联等要求而并不向所有人敞开,这种魅力对情境的高度依赖性便构成此魅力课堂的教学风险。这种魅力教学的风险性正是整个教育本身所固有的,作为一种筛选的教学真相其实是价值无涉的。案例课堂的魅力不仅体现在其独特性与不可复制性,更体现在教师对教学情境的整体性认识。对于教学的关注应超越技法层面的细致要求,赋予教学情境中多样教学形式存在的合法性,以成就更多魅力课堂。
The lecture method has been questioned under the influence of constructivism teaching theory.Through a case study of a popular undergraduate course in which the lecture method is the main teaching method,14 students were invited to conduct in-depth interviews and extensive materials were collected while conducting participatory observations of the class.Based on category and contextual analysis,the study shows that the lecture-oriented case class is complex and charming,but with hidden risks.On the one hand,the strong theoretical nature of the content and the single pedagogical approach make students feel“difficult and dull”.On the other hand,the engaging classroom environment and the multidimensional personal charm of the teacher draw the students into the class.The students feel the tension in the class through a complex initial experience that is“boring and inviting”.As the learning progresses,the charm of the course in this case becomes apparent through the“subjectivity”of the teaching content,the deliberate restraint of the teaching methods and the construction of the community relationship between the teacher and students.In addition,the various images of students’smiling,chattering,nodding,and shaking their heads are also vivid representations of the charm in this case.At the same time,however,the charm of class in this case is not open to everyone,as it depends on the intentional connection between teachers and students and this high-level contextual dependency hides the teaching risk of this charming class.The risk of this charismatic teaching may be inherent in the whole education itself,and the truth of teaching as a filter can be value-free.The charm of this case classroom is reflected in its uniqueness and irreproducible,as well as in the teacher’s holistic understanding of the teaching context.Finally,the focus on teaching should go beyond the detailed requirements on the technical level to give legitimacy to the existence of various teaching forms in the teaching context,and to achieve more charming classrooms.
作者
张瀚文
ZHANG Hanwen(Faculty of Education,Beijing Normal University,Beijing 100875,China)
出处
《重庆高教研究》
CSSCI
北大核心
2023年第6期77-89,共13页
Chongqing Higher Education Research
基金
北京师范大学教育学一流学科培优项目“一流教育学科优秀人才培养机制与成效提升的研究与实践创新研究”(YLXKPY-XBTC202201)。
关键词
讲授法
本科教学
魅力课堂
案例研究
教学真相
lecture method
undergraduate teaching
charismatic class
case study
teaching truth
