CAJ | 학술논문

交往理性是交往话语在不受任何强制下达成理解与共识的经验。基于交往理性的视域,学生主动的话语表达意愿、理性的话语论辩能力以及课堂伦理性的话语秩序是课堂中学生话语参与的主要涵义。理性的话语参与存在于学习者话语中心的课堂中,它离不开学生主动说话的意识和主动表达的愿望,需要他们具备话语交往的资质和批判话语的能力。构建对话性的课堂、形成话语共同体的伦理规范、提高学生批判话语的能力是实现课堂教学中有效的学生话语参与以及让学生有话可说、有话愿说、有话能说的重要途径。
교왕이성시교왕화어재불수임하강제하체성리해여공식적경험。기우교왕이성적시역,학생주동적화어표체의원、이성적화어론변능력이급과당윤리성적화어질서시과당중학생화어삼여적주요함의。이성적화어삼여존재우학습자화어중심적과당중,타리불개학생주동설화적의식화주동표체적원망,수요타문구비화어교왕적자질화비판화어적능력。구건대화성적과당、형성화어공동체적윤리규범、제고학생비판화어적능력시실현과당교학중유효적학생화어삼여이급양학생유화가설、유화원설、유화능설적중요도경。
The communicative rationality refers to the understanding and consensus without pressure of any force. In the context of the communication rationality, the wills of students on initiative--talking, their ability of rational communication and ethical discourse order make up the discourse of the classroom on the part of the students. The learner--centered classroom discourse can improve the understanding and cooperation. Consequently, there are three ways to realize effective discourse engagement, such as con- structing the discourse classroom, forming the ethics of discourse community and improving the ability of critical discourse.