课堂教学中学生的文化身份差异及其体认
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摘要
学生的文化身份表征了学生因地域来源、家庭来源等因素影响而形成的文化差异特质。既往教学多把学生固化为知识学习者,对学生的文化身份差异视而不见,很少考虑学生文化差异对教学所产生的影响制约作用,甚至偏离使学生成为文化卓越者的功能与价值。正确体认学生在课堂教学中的文化身份差异及其对教学的影响、寻求对学生身份文化差异的理性重构,是突破囿于知识传递教学的缺陷、寻求教学改进的可能路向。这需要教师以与"他者文化"和谐相处的文化工作者身份对待教学,以移情性文化理解者理解学生,以文化引领与构建的责任担当引导学生进行文化构建。
The cultural identity of students represents the characteristics of cultural differences formed by the influences exerted by such factors as geographical and family origins. In traditional teaching, teachers mostly ignore the differences in students' cultural identities and regard them only as knowledge learners, failing to take into consideration the influence of students' cultural differences on teaching and even deviating from the function and values of teaching which are supposed to help students excel in building their cultural and academic identities. It is a possible way to overcome the limitation of knowledge transfer teaching and seek teaching improvement through fully understanding the differences in students' cultural identities and their influence on classroom teaching and pursuing a rational reconstruction of such differences. This requires teachers to treat themselves as cultural workers who live in harmony with "other cultures", develop enough empathy with students' situation, and assume the responsibility to guide and help them to enrich their cultural identities.
The cultural identity of students represents the characteristics of cultural differences formed by the influences exerted by such factors as geographical and family origins. In traditional teaching, teachers mostly ignore the differences in students' cultural identities and regard them only as knowledge learners, failing to take into consideration the influence of students' cultural differences on teaching and even deviating from the function and values of teaching which are supposed to help students excel in building their cultural and academic identities. It is a possible way to overcome the limitation of knowledge transfer teaching and seek teaching improvement through fully understanding the differences in students' cultural identities and their influence on classroom teaching and pursuing a rational reconstruction of such differences. This requires teachers to treat themselves as cultural workers who live in harmony with "other cultures", develop enough empathy with students' situation, and assume the responsibility to guide and help them to enrich their cultural identities.
引文
a周勇:《寒门学子的教育奋斗与社会上升》,《南京师大学报》(社会科学版)2017年第4期。
b程天君:《新教育公平引论》,《教育发展研究》2017年第2期。
a石艳、崔宇:《“新教育公平”观与教师教育转型》,《湖南师范大学教育科学学报》2018年第5期。
b李政涛:《从教学方法到教学方法论》,《教育理论与实践》2008年第11期。
a R.C.Rist,“Student Social Class and Teacher Expectations:The Self-fulfilling Prophecy in Ghetto Education”,Harvard Educational Review,vol.40,1970,pp.411-451.
a程红艳:《文化敏感性教学:理解“外来者”、“少数人”和“沉默者”》,《南京社会科学》2013年第3期。
a Joyee E.King:《教育者应当在学科、社会和学生的文化中找到联结》,《教育学报》2014年第6期。
b黄忠敬:《意识形态与课程--论阿普尔的课程文化观》,《外国教育研究》2003年第5期。
a[法]布迪厄:《再生产:一种教育系统理论的要点》,邢克超译,北京:商务印书馆,2002年,第86-87页。
b程良宏:《教学作为知识传递实践:历史贡献与问题检视》,《西北师大学报》(社会科学版)2018年第3期。
a程良宏:《知识传递与文化交往:课堂教学的路径审思》,《西北师大学报》(社会科学版)2015年第4期。
a宋原放:《简明社会科学词典》,上海:上海辞书出版社,1982年,第451页。
b[德]康德:《纯粹理性批判》,韦卓民译,武汉:华中师范大学出版社,2004年,第5页。
b程天君:《新教育公平引论》,《教育发展研究》2017年第2期。
a石艳、崔宇:《“新教育公平”观与教师教育转型》,《湖南师范大学教育科学学报》2018年第5期。
b李政涛:《从教学方法到教学方法论》,《教育理论与实践》2008年第11期。
a R.C.Rist,“Student Social Class and Teacher Expectations:The Self-fulfilling Prophecy in Ghetto Education”,Harvard Educational Review,vol.40,1970,pp.411-451.
a程红艳:《文化敏感性教学:理解“外来者”、“少数人”和“沉默者”》,《南京社会科学》2013年第3期。
a Joyee E.King:《教育者应当在学科、社会和学生的文化中找到联结》,《教育学报》2014年第6期。
b黄忠敬:《意识形态与课程--论阿普尔的课程文化观》,《外国教育研究》2003年第5期。
a[法]布迪厄:《再生产:一种教育系统理论的要点》,邢克超译,北京:商务印书馆,2002年,第86-87页。
b程良宏:《教学作为知识传递实践:历史贡献与问题检视》,《西北师大学报》(社会科学版)2018年第3期。
a程良宏:《知识传递与文化交往:课堂教学的路径审思》,《西北师大学报》(社会科学版)2015年第4期。
a宋原放:《简明社会科学词典》,上海:上海辞书出版社,1982年,第451页。
b[德]康德:《纯粹理性批判》,韦卓民译,武汉:华中师范大学出版社,2004年,第5页。