教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2011年
2期
21~26
,共null页
教学悖论 原创性教学 “力行” 自由实践
教學悖論 原創性教學 “力行” 自由實踐
교학패론 원창성교학 “역행” 자유실천
teaching paradox, original teaching, ＂be diligent in action＂, free practice
教学悖论指教师教育教学过程中存在的必须解决却永难得到答案的一系列困惑与矛盾，如语言暴力与无言之教的悖论、规训与自我创造的悖论、理想之境的描绘与苦难之境的揭示之间的悖论、功利追求与精神修养的悖论等等。教学悖论对教师的自由实践造成了重大影响。教师自由实践的本质和精髓在“力行”，教师权力的真正体现也在“力行”。教师的自由实践是一种精神实践，也是一种科学的政治实践。教师自由实践的最高境界表现为教师能进行原创性教学，即教师创造课堂、教师创造学生。而这一切自由实践的根本则在教师能够自我创造。
教學悖論指教師教育教學過程中存在的必鬚解決卻永難得到答案的一繫列睏惑與矛盾，如語言暴力與無言之教的悖論、規訓與自我創造的悖論、理想之境的描繪與苦難之境的揭示之間的悖論、功利追求與精神脩養的悖論等等。教學悖論對教師的自由實踐造成瞭重大影響。教師自由實踐的本質和精髓在“力行”，教師權力的真正體現也在“力行”。教師的自由實踐是一種精神實踐，也是一種科學的政治實踐。教師自由實踐的最高境界錶現為教師能進行原創性教學，即教師創造課堂、教師創造學生。而這一切自由實踐的根本則在教師能夠自我創造。
교학패론지교사교육교학과정중존재적필수해결각영난득도답안적일계렬곤혹여모순，여어언폭력여무언지교적패론、규훈여자아창조적패론、이상지경적묘회여고난지경적게시지간적패론、공리추구여정신수양적패론등등。교학패론대교사적자유실천조성료중대영향。교사자유실천적본질화정수재“역행”，교사권력적진정체현야재“역행”。교사적자유실천시일충정신실천，야시일충과학적정치실천。교사자유실천적최고경계표현위교사능진행원창성교학，즉교사창조과당、교사창조학생。이저일절자유실천적근본칙재교사능구자아창조。
A teaching paradox is referred to a series of problems and conflicts that must be solved but never get answers in the process of education and teaching; for example, a paradox between word violence and wordless education, a paradox between regulation and selfcreation, a paradox between ideal and real sufferings, and a paradox between utilitarian pursuit and spiritual cultivation. These teaching paradoxes have brought a serious threat to a teacher＇s free practice. The essence of the teacher＇s free practice lies in his diligence in action. It is a spiritual practice, and also a scientific political practice. Its highest level finds expression in his original teaching. He can even create a classroom and students. All this depends on a teacher＇s self- creation.
