从“重构原意”到“创生意义”论教学形象的转换.docVIP

教学追求的?转换：从“重构原意”到“创生意义” 肖林根 王卫华 （1.湛江师范学?院 基础教育学?院 广东 湛江 52430?7；2.湖南师范大?学 教育科学学?院 湖南 长沙 41008?1） [摘要]“重构原意”与“创生意义”是教学中“理解”的两种形象?。“重构原意”下的教学展?现为对客观?化知识的偏?好、对传递型教?学的信守和?对符合性评?价标准的青?睐；“创生意义”下的教学显?现为对建构?性知识的追?求、对对话教学?的倡导和对?生成性评价?标准的切近?。基于教学作?为德性生活?的要求，实现从客观?化知识到建?构性知识、从传递型教?学到对话教?学、从符合性评?价标准到生?成性评价标?准的转换，即从“重构原意”到“创造意义”的转换，反映了教学?‘进化’的逻辑和方?向。 [关键词]重构原意； 创生意义；教学形象；转换 [中图分类号?]G40 [文献标识码?]A [文章编号] From “recon?struc?t the origi?nal inten?t” to“creat?e signi?fican?ce”—on the conve?rsion? of teach?ing image?s Xiao Lin-gen Wang Wei-hua Zhanj?iang Norma?l Colle?ge Schoo?l of gener?al educa?tion Guang?dong Zhanj?iang 52430?7; 2. Hunan? Norma?l Unive?rsity? Colle?ge of educa?tion scien?ce 41008?1 ) Abstr?act: Recon?struc?t the origi?nal inten?t and Creat?e signi?fican?ce are the two image?s of under?stand?ing of teach?ing. Teach?ing under? the recon?struc?t origi?nal inten?t shows? prefe?rence? for objec?tive knowl?edge、favor? of the trans?fer-based? teach?ing and confo?rmity? asses?sment? stand?ards; Teach?ing below? the creat?e conno?tatio?n appea?rs pursu?it of the const?ructi?ve knowl?edge、propo?se for the dialo?gue teach?ing and proxi?mate to the gener?ate evalu?ation? crite?ria. Based? on the requi?remen?ts of teach?ing as a moral? life, reali?ze the conve?rsion? from objec?tive knowl?edge to const?ructi?ve knowl?edge、from trans?fer-based? teach?ing to dialo?gue teach?ing and from confo?rmity? asses?sment? stand?ards to gener?ate evalu?ation? crite?ria, that is, Reali?ze the conve?rsion? from recon?struc?t origi?nal inten?t to creat?e signi?fican?ce refle?cts the teach?ing evolu?tion logic? and direc?tion. Keywo?rds: recon?struc?t the origi?nal inten?t; creat?e signi?fican?ce; teach?ing image?; conve?rsion? “重构原意”与“创生意义”均属于“教学理解”，但属于教学?理解的不同?层次和境界?：“重构原意”为“一般性理解?”，指的是对教?学文本内容?或信息之含?义的领会，相当于英语?中的“under?stand?ing”；“创生意义”为“深层次理解?”，多指领会对?方话语中潜?在的复杂想?法，是争取获得?对方情感和?立场的移情?式理解,相当于英语?中的“appre?ciati?on”。本文拟以这?两种不同的?“理解”为切入口，对教学形象?的转换进行?初步探询。 一、“重构原意”下的教学追?求 “重构原意”，即对教学文?本内