核心素养教学:身体在场与生命意蕴——以孔子的身教为鉴
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摘要
核心素养教学不应只依赖于知识体系及技术思路,人的身体在场和生命意蕴应得到彰显。孔子的身教关注学习者的身体在场,给予生命以真实的关照。身体在场是核心素养教学的生命本原性归依,其整全性要求核心素养教学触发身心全面参与;其生成性需要核心素养教学激活内生性因素;其交往性要求核心素养教学促进互动与共生。在孔子的身教中,师徒的生命姿态呈现出群体性、实践性和民主性特点,凸显了生命的复数形式存在,让感觉、认知、理性相交融,实现生命的平等性对话。因此,身教最终赋予核心素养教学中绽放其情境意蕴、行动意蕴、价值意蕴在内的生命意蕴。
Core literacy teaching should rely on the knowledge system and technical means,but the presence of human body and the connotation of life should also be highlighted. Confucius' s teaching focuses on the presence of the learner's body,giving life a true care. The presence of the body is the life-based attribute of core literacy teaching. Its integrity requires that core literacy teaching trigger the full participation of mind and body;its generativity requires core literacy teaching to activate endogenous factors;its communicativefeature requires core literacy teaching to promote interaction and symbiosis between teachers and students. Confucius' s body-based teaching shows the characteristics of group,practice and democracy,highlighting the existence of plural forms of life,allowing feelings,cognition,and rationality to blend and thus realizing the equal dialogue of life. Therefore,the body-based education ultimately gives the core literacy teaching the meaning of life including the connotation of situation,action and value.
Core literacy teaching should rely on the knowledge system and technical means,but the presence of human body and the connotation of life should also be highlighted. Confucius' s teaching focuses on the presence of the learner's body,giving life a true care. The presence of the body is the life-based attribute of core literacy teaching. Its integrity requires that core literacy teaching trigger the full participation of mind and body;its generativity requires core literacy teaching to activate endogenous factors;its communicativefeature requires core literacy teaching to promote interaction and symbiosis between teachers and students. Confucius' s body-based teaching shows the characteristics of group,practice and democracy,highlighting the existence of plural forms of life,allowing feelings,cognition,and rationality to blend and thus realizing the equal dialogue of life. Therefore,the body-based education ultimately gives the core literacy teaching the meaning of life including the connotation of situation,action and value.
引文
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[2]佘碧平.梅洛·庞蒂历史现象学研究[M].上海:复旦大学出版社,2007.84.
[3]《中国学生发展核心素养》项目组.中国学生发展核心素养(征求意见稿)[R].2016-1-29.
[4]莫里斯·梅洛·庞蒂.知觉现象学[M].姜志辉译.北京:商务印书馆,2001.262.114.
[5]唐松林,范春香.身体:教学世界蕴藏其中[J].教育研究,2012,(4):98-102.
[6]王文锦.礼记译解[M].北京:中华书局,2016.461.
[7]朱江华.现代教育生活的困境及其破解——以孔子的“和”观念为中心[J].中国教育学刊,2017,(4):56-61.
[8]韩愈.韩愈选集[M].孙昌武选注.上海:上海古籍出版社,2013.223.
[9]张祥龙.从现象学到孔夫子[M].北京:商务印书馆,2001.193.
[10]杨志成.核心素养的本质追问与实践探析[J].教育研究,2017,(7):14-20.
[11]张娜.DeSeCo项目关于核心素养的研究及启示[J].教育科学研究,2013,(10):39-45.
[12]朱江华.教师教学交往的偏失及其对策[J].当代教育科学,2010,(14):40-42.