杜威审美观的现代课堂教学实践与意义——基于CRISPA理论框架的分析
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摘要
以杜威的美学教育观为基础的课堂教学实践近年来在西方国家产生很大的影响。其代表性的工作是美国丹佛大学乌尔马赫教授的美学框架CRISPA理论框架及其教学应用。CRISPA理论框架代表6个审美维度:联结、冒险、想象、感官经验、觉察力和积极参与。应用这一框架所进行的教学设计被称为区别于行为主义和建构主义的教学设计并在一定程度上弥补了这两种设计的不足。基于这一美学框架的教学设计观对我国基础教育课程改革中出现的某些问题将有借鉴意义。
In recent years,the classroom teaching practices on the basis of Dewey'saesthetic education produce very big effect in western countries. The most influential workon this domain is CRISPA developed by professor Uhrmacher from University of Denvor,USA. CRISPA represents six aesthetic dimensions:connection,risk taking,imagination,sensory experience,perceptivity,and active engagement. The teaching design based on theframework of CRISPA is different from the other two kinds of teaching design of behavior-ism and constructivism,and to some extent compensates for the deficiencies in the lattertwo teaching designs. The aesthetic teaching design can give a good reference in Chineseclassroom for solving the problems arising from basic education reform of our country.
In recent years,the classroom teaching practices on the basis of Dewey'saesthetic education produce very big effect in western countries. The most influential workon this domain is CRISPA developed by professor Uhrmacher from University of Denvor,USA. CRISPA represents six aesthetic dimensions:connection,risk taking,imagination,sensory experience,perceptivity,and active engagement. The teaching design based on theframework of CRISPA is different from the other two kinds of teaching design of behavior-ism and constructivism,and to some extent compensates for the deficiencies in the lattertwo teaching designs. The aesthetic teaching design can give a good reference in Chineseclassroom for solving the problems arising from basic education reform of our country.
引文
[1]约翰·杜威.艺术即经验[M].高建平,译.北京:商务印书馆,2005:97-283.
[2]Johnston,J.S..John Dewey and the role of scientific method in aesthetic experience[J].Studies in Philosophy and Education,2002,21:1-15.
[3]Shusterman,R..Pragmatism between aesthetic experience and aesthetic education[J].Studies in Philosophy and Education,2003,22:403-412.
[4]Hohr,H..The concept of experience by John Dewey revisited:conceiving,feeling and“enliving”[J].Studies in Philosophy and Education,2012,32:25-38.
[5]庞飞.教育即审美——杜威的美育思想新论[J].美育学刊,2013,(2):18-23.
[6]游柱然,Anthony,G.Rud.杜威实用主义美学视野下的课程观[J].比较教育研究,2014,(3):69-74.
[7]张俊列,金心红.课程·经验·艺术——杜威课程思想的美学意蕴[J].教育学报,2015,(5):65-71.
[8]Pugh,K.J.&Girod,M..Science,art and experience:constructing a science pedagogy from Dewey’s aesthetics[J].Journal of Science Teacher Education,2006,18:9-27.
[9]Girod,M.,Twyman,T.&Wojcikiewicz,S..Teaching and learning science for transformative,aesthetic experience[J].Journal of Science Teacher Education,2010,21:801-824.
[10][16][28]Moroye,C.M.&Uhrmacher,P.B..Aesthetic themes of education[J].Curriculum and Teaching Dialogue.2009,11(1-2):85-101.
[11][21][26]Moroye,C.M.,&Uhrmacher,P.B..Standards,Not Standardization:Orchestrating Aesthetic Educational Experiences[J].Language Arts Journal of Michigan,2012,28(1):64-69.
[12][22][29]Conrad,B.,Moroye,C.M.,&Uhrmacher,P.B..Curriculum Disruption:A Vision for New Practices in Teaching and Learning[J].Current Issues in Education,2015,18(3):1-19..
[13][15][17][18][27]Uhrmacher,P.B..Toward a Theory of Aesthetic Learning Experiences[J].Curriculum Inquiry,2009,39(5):613-636.
[14][23]Uhrmacher,P.B.,Conrad,M.B.,&Moroye,M.C..Finding the balance between process and product through perceptual lesson planning[J].Teachers College Record,2013,115:1-27.
[19][20]Dewey,J..Art as experience[M].New York:Perigee Books,1934:272,264.
[24][25][30]Kirshner,D..Untangling teachers’diverse aspirations for student learning:a crossdisciplinary strategy for relating psychological theory to pedagogical practice[J].Journal for Research in Mathematics Education,2002,33(1):46–58.
[31]Cuban,L..How teachers taught constancy and change in American classrooms 1880-1990[M].New York,NY:Teacher College Press,1993:14-21.
[32][35]查有梁.课堂教学审美设计新探[J].课程·教材·教法,2007,(1):28-33.
[33][34]李方,姜丽静.论教学艺术的本质特征[J].华南师范大学学报(社会科学版),2001,(2):89-93,112.
[36]李如密.国内外教学美学研究状况及存在问题[J].教育学术月刊,2008,(1):3-7.
[37]丛立新.讲授法的合理与合法[J].教育研究,2008,(7):64-72.
[38][42]Meng,L.&Uhrmacher,P.B..Chan teaching and learning:an aesthetic analysis of its educational import[J].Asia Pacific Education Review,2014,15(2):199-209.
[39]郭华.新课改与“穿新鞋走老路”——兼论新课改如何穿新鞋走出老路[J].课程·教材·教法,2010,30(1):3-11.
[40]纪德奎.新课改十年:争鸣与反思[J].课程·教材·教法,2011,31(3):18-24.
[41]黎利云.张楚廷“五I”课程观的教育价值[J].云梦学刊,2016,37(1):129-132.
[2]Johnston,J.S..John Dewey and the role of scientific method in aesthetic experience[J].Studies in Philosophy and Education,2002,21:1-15.
[3]Shusterman,R..Pragmatism between aesthetic experience and aesthetic education[J].Studies in Philosophy and Education,2003,22:403-412.
[4]Hohr,H..The concept of experience by John Dewey revisited:conceiving,feeling and“enliving”[J].Studies in Philosophy and Education,2012,32:25-38.
[5]庞飞.教育即审美——杜威的美育思想新论[J].美育学刊,2013,(2):18-23.
[6]游柱然,Anthony,G.Rud.杜威实用主义美学视野下的课程观[J].比较教育研究,2014,(3):69-74.
[7]张俊列,金心红.课程·经验·艺术——杜威课程思想的美学意蕴[J].教育学报,2015,(5):65-71.
[8]Pugh,K.J.&Girod,M..Science,art and experience:constructing a science pedagogy from Dewey’s aesthetics[J].Journal of Science Teacher Education,2006,18:9-27.
[9]Girod,M.,Twyman,T.&Wojcikiewicz,S..Teaching and learning science for transformative,aesthetic experience[J].Journal of Science Teacher Education,2010,21:801-824.
[10][16][28]Moroye,C.M.&Uhrmacher,P.B..Aesthetic themes of education[J].Curriculum and Teaching Dialogue.2009,11(1-2):85-101.
[11][21][26]Moroye,C.M.,&Uhrmacher,P.B..Standards,Not Standardization:Orchestrating Aesthetic Educational Experiences[J].Language Arts Journal of Michigan,2012,28(1):64-69.
[12][22][29]Conrad,B.,Moroye,C.M.,&Uhrmacher,P.B..Curriculum Disruption:A Vision for New Practices in Teaching and Learning[J].Current Issues in Education,2015,18(3):1-19..
[13][15][17][18][27]Uhrmacher,P.B..Toward a Theory of Aesthetic Learning Experiences[J].Curriculum Inquiry,2009,39(5):613-636.
[14][23]Uhrmacher,P.B.,Conrad,M.B.,&Moroye,M.C..Finding the balance between process and product through perceptual lesson planning[J].Teachers College Record,2013,115:1-27.
[19][20]Dewey,J..Art as experience[M].New York:Perigee Books,1934:272,264.
[24][25][30]Kirshner,D..Untangling teachers’diverse aspirations for student learning:a crossdisciplinary strategy for relating psychological theory to pedagogical practice[J].Journal for Research in Mathematics Education,2002,33(1):46–58.
[31]Cuban,L..How teachers taught constancy and change in American classrooms 1880-1990[M].New York,NY:Teacher College Press,1993:14-21.
[32][35]查有梁.课堂教学审美设计新探[J].课程·教材·教法,2007,(1):28-33.
[33][34]李方,姜丽静.论教学艺术的本质特征[J].华南师范大学学报(社会科学版),2001,(2):89-93,112.
[36]李如密.国内外教学美学研究状况及存在问题[J].教育学术月刊,2008,(1):3-7.
[37]丛立新.讲授法的合理与合法[J].教育研究,2008,(7):64-72.
[38][42]Meng,L.&Uhrmacher,P.B..Chan teaching and learning:an aesthetic analysis of its educational import[J].Asia Pacific Education Review,2014,15(2):199-209.
[39]郭华.新课改与“穿新鞋走老路”——兼论新课改如何穿新鞋走出老路[J].课程·教材·教法,2010,30(1):3-11.
[40]纪德奎.新课改十年:争鸣与反思[J].课程·教材·教法,2011,31(3):18-24.
[41]黎利云.张楚廷“五I”课程观的教育价值[J].云梦学刊,2016,37(1):129-132.