本文選題：自主間性　切入點(diǎn)：個(gè)人自主　出處：《華東師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

【摘要】：現(xiàn)實(shí)教學(xué)對(duì)師生自主(性)的開發(fā)大異:熱心者有之,冷漠甚至輕視者亦有之。原因甚多,要者之一是師生自主關(guān)系的認(rèn)識(shí)不足。為深入研究,本文以"主體間性"為理論源泉,以"自主間性"為核心概念,以"問(wèn)題解決"為基本論域,以理論思辨為研究方式,從內(nèi)涵到外延,到機(jī)制,再到實(shí)踐,逐步展開討論。自主間性是指交互主體就個(gè)人自主達(dá)成共識(shí),依之合理表現(xiàn)個(gè)己自主,支持各方自主協(xié)同性生成的融合狀態(tài)。作為內(nèi)含并超越個(gè)人自主的產(chǎn)物,自主間性內(nèi)含著你-我自主、群-己自主的雙重協(xié)同,存于團(tuán)體活動(dòng)和個(gè)己觀念等場(chǎng)域,內(nèi)含達(dá)成個(gè)人自主的共識(shí)、尊重與支持各方自主的表達(dá)等行動(dòng)訴求。自主間性是關(guān)系性自主的耦合產(chǎn)物,是主體間性的核心內(nèi)容,是共同體主義的實(shí)踐訴求,其認(rèn)知、行為和情感等維度以身體自主作為載體而合一。學(xué)生自主的發(fā)展屬性和教師自主的專業(yè)屬性共同決定著師生自主間性的理想形態(tài)(或自主間性理念),即以學(xué)生自主性素養(yǎng)發(fā)展作為旨?xì)w;以關(guān)于個(gè)人自主的存異性共識(shí)作為行動(dòng)基礎(chǔ);以問(wèn)題化課堂作為生成環(huán)境(包括真實(shí)世界問(wèn)題作為對(duì)象、形成認(rèn)知問(wèn)題作為起點(diǎn),理解性對(duì)話作為方法)等。鑒于問(wèn)題情境是個(gè)人自主充分表現(xiàn)的場(chǎng)域,學(xué)生自主素養(yǎng)發(fā)展的主要途徑是真實(shí)問(wèn)題情境化解,教師自主的充分表現(xiàn)是依據(jù)課程內(nèi)容指導(dǎo)學(xué)生設(shè)計(jì)和化解真實(shí)問(wèn)題情境;因而,師生自主間性的面向?qū)ο笫钦鎸?shí)問(wèn)題(內(nèi)含學(xué)科問(wèn)題、認(rèn)知問(wèn)題)及其化解。作為教學(xué)活動(dòng)的要素,課程與問(wèn)題解決存在緊密聯(lián)系:其文本本源是人類真實(shí)問(wèn)題的解決,其掌握過(guò)程是認(rèn)知問(wèn)題的解決,其學(xué)習(xí)基礎(chǔ)是問(wèn)題結(jié)構(gòu)的理解。作為團(tuán)體活動(dòng)的重要組成,教師和學(xué)生需要建立良好的班級(jí)組織規(guī)范、對(duì)象性實(shí)踐規(guī)范和合作交流規(guī)范,以實(shí)現(xiàn)自主間性(尤其情感維度和行為維度)的有序生成。立足于自主間性和最近發(fā)展區(qū)的理念,教師和學(xué)生首先通過(guò)協(xié)商作好主體性準(zhǔn)備(包括達(dá)成自主共識(shí)、構(gòu)建學(xué)習(xí)小組和形成課堂規(guī)則),聯(lián)合作好對(duì)象性準(zhǔn)備(理解教學(xué)設(shè)計(jì)依據(jù)、發(fā)現(xiàn)真實(shí)實(shí)踐對(duì)象和制定教學(xué)活動(dòng)方案)。然后,師生遵循"問(wèn)題解決"程序(包括困惑呈現(xiàn)、問(wèn)題澄清和問(wèn)題聚焦等問(wèn)題提出環(huán)節(jié),問(wèn)題表征和策略構(gòu)建等問(wèn)題分析環(huán)節(jié),方案制定、方案實(shí)施和結(jié)果評(píng)價(jià)等問(wèn)題化解環(huán)節(jié)),并在每一環(huán)節(jié)遵循"以學(xué)為本,即學(xué)生先學(xué),教師后教或小組研討"的原則,努力耦合二者的自主表現(xiàn),以此實(shí)現(xiàn)自主間性體驗(yàn)(內(nèi)含各方自主體驗(yàn))的最大化。為了促使自主間性或個(gè)人自主體驗(yàn)轉(zhuǎn)變?yōu)樗仞B(yǎng),教師要引領(lǐng)學(xué)生自主的系統(tǒng)化生成,學(xué)生要卷入教師自主的深刻化發(fā)展,并且?guī)熒ㄟ^(guò)多種途徑強(qiáng)化自主間性(及個(gè)人自主)。為了更好地促進(jìn)自主間性的教學(xué)實(shí)踐,教師和學(xué)生應(yīng)當(dāng)認(rèn)清自主實(shí)踐的基礎(chǔ)(包括個(gè)人自主的社會(huì)根源、學(xué)生自主的行動(dòng)條件、教師自主的專業(yè)表現(xiàn)),并增強(qiáng)自主間性實(shí)踐的可能(向管理人員爭(zhēng)取更多的機(jī)會(huì),向教輔人員爭(zhēng)取更多的資源,向社區(qū)家長(zhǎng)解釋自主的內(nèi)涵),學(xué)校管理人員則要深刻理解個(gè)人自主的內(nèi)涵,認(rèn)識(shí)自主間性的意義,并為師生自主間性的實(shí)踐提供支持。
[Abstract]:Practical teaching of teachers and students autonomy (of) development is very different: enthusiastic persons, indifferent and even contempt. There are those who are one of the reasons, there is a lack of awareness of teachers and students autonomous relations. For further research, based on the "inter subjectivity" as the theoretical source, to "independent of" as the core concept. With "problem solving" as the basic domain, by way of theoretical analysis, from the connotation to the extension, the mechanism to practice, gradually expand the discussion. The independent is refers to the main interaction between individual autonomy to reach a consensus, according to the reasonable performance has autonomy, support the independent synergy generated fusion state. As with individual autonomy and beyond the product, independent of with you - my independent, double - has independent cooperative group, in group activities and has a concept field, including personal autonomy reached consensus, respect and support the expression independent of the action since the appeal. The main products of the relationship between the coupling is independent, inter subjectivity is the core content, is the practice, communitariand the cognition, behavior and emotion dimension to body autonomy as a carrier and one. Learner autonomy and teacher autonomy in the professional attributes of common attributes was determined between the teachers and students are ideal form (or independent of the concept, namely) students' autonomy quality development as the purpose of personal autonomy; to seek consensus as the basis for action; to the problem of the classroom as a production environment (including the real world as the object, the formation of cognitive problems as a starting point, to understand the dialogue as a method). In view of the problem situation the field is full performance of individual autonomy, the main way for students to self accomplishment is to resolve the real problem situation, the full performance of teacher autonomy is based on the curriculum content to guide students to design and solve it The real problem situation; therefore, teachers and students of independent object oriented real problems (including discipline problems, cognitive problems and its solution). As the elements of teaching activities, courses and problem solving are linked: the text is to solve the real problem of human origin, the master process is to solve cognitive problems, learning based the problem is the understanding of the structure. As an important component of group activities, teachers and students need to establish a good class organization standard, object practice norms and cooperation norms, in order to realize the autonomous (especially between dimensions of emotional dimension and behavior) in order to generate. Based on independent of the zone of proximal development concept, teachers and the students first through consultation for subject preparation (including independent reached consensus, build learning group and the formation of classroom rules, combined with object to prepare) (understanding teaching design basis, find it The practice and development of teaching activities for object). Then, the teachers and students follow the "problem solving" program (including the present problems and confusion, clarify the focus of questions such as link, construction of problem representation and strategy analysis, planning, implementation and evaluation results and other issues to resolve, and links) in each link to follow "to learn this, that students first learn, or group discussion" teachers teach the principles of independent performance to the coupling of the two, in order to achieve independent of experience (including all self experience maximization). In order to make independent of individual autonomy or experience into literacy, teachers should lead the system generate the autonomy of students, students should be involved in deep development of teacher autonomy, teachers and students should strengthen the self interaction through a variety of ways (and personal autonomy). In order to better promote the autonomy of teaching practice, teachers and students should When identified based autonomous practice (including personal social causes, on their own initiative, teacher autonomy and professional performance), enhance the independent of practice may (to managers for more opportunities, strive for more resources to explain the connotation of teaching staff to the autonomous community of parents, school management) workers will have to deeply understand the connotation of individual autonomy, understanding the meaning of self-determination, and provide support for teachers and students of the independent practice.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G420

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