Keywords: classroom teaching; Direct experience; Life world; Possible life
In a sense, classroom teaching is a special life practice process based on students' real life and aimed at improving students' quality and value of life. It is a process of actively showing, constantly filling and enriching students' living conditions, and a process of guiding students to constantly surpass and improve their existing living conditions and pursue a more meaningful, valuable, beautiful and humanized possible life. Strengthening humanistic care for students, opening the boundary between classroom teaching and students' real life world, and constructing students' complete and rich spiritual life and spiritual world are important contents to promote students' lively development and realize classroom teaching reconstruction. Therefore, classroom teaching should be close to students' real life and closely linked with students' life experience, endow classroom teaching with the meaning and value of life, promote the improvement of students' quality of life, taste of life and lifestyle, enable them not only to learn to learn, but also to learn to live better, and on this basis, make students truly become the main body of learning activities, personal life and social life.
First, pay attention to students' direct experience and open up the boundary between the book world and the life world.
As we all know, there are two main ways for students' individual cognition: one is to gain indirect experience by learning the book knowledge accumulated and arranged by human beings in long-term social practice activities, and to take the road of indirect cognition, which has the characteristics of externality, generality, abstraction and simplicity; Second, it pays attention to experience and activities, emphasizes that students get direct experience through their own practical activities and independent inquiry, and takes the road of direct understanding, which has the characteristics of personal experience, situational, concreteness, individuality and silence.
In the traditional classroom teaching in China, people mostly emphasize that students' learning should be based on indirect experience, and the main task is to master the scientific and cultural knowledge accumulated by human beings. Take learning indirect experience as a "highway" and shortcut for students to know the world, so that students' real life world can be castrated naturally. Although traditional classroom teaching also emphasizes that learning indirect experience should be based on students' direct experience and perceptual knowledge, it takes students' direct experience and perceptual knowledge as means and tools to learn indirect experience and serve for mastering indirect experience and book knowledge. Obviously, it puts direct experience in a subordinate and secondary position, restricts and binds students in the book world, and separates the connection between the book world and the real life world, resulting in classroom teaching becoming like a stagnant pool, uneventful and lacking in vitality. In fact, students' direct experience and real life world are of great value and function for enriching and deepening individual understanding and even promoting their physical and mental development. For example, if you haven't been to the loquat mountain park in Chongqing at night, you probably won't be able to appreciate the splendor and magnificence represented by the word "radiant". If you haven't been to Guilin and stand on Diecai Mountain and look west at dusk, it's hard for you to understand the beauty and preciseness that "Qianfeng Jingxiu" can express; If you haven't been to Kunming in February and March, it's probably hard for you to fully appreciate the inclusiveness and penetration of the word "spring is as deep as the sea". It can be said that students' real life world contains huge and even endless educational resources, including Chinese, mathematics, physics and chemistry ... It is in this sense that Mr. Tao Xingzhi put forward the important idea that "life is education" and thought that "education can only become real education through life".
Dewey once pointed out in the article Children and Curriculum: In the past, we always opposed the life world and the book world intentionally or unintentionally, thinking that the life world stopped in the field of perceptual experience, and only the book world could make people surpass it and raise people to a certain height. But in fact, this is just our thinking making assumptions and beautifying the knowledge world. Of course, because the world of books is regular, systematic and abstract, it can not only make people think clearly, but also avoid all kinds of contradictions, puzzles and even emotional conflicts that they have to face all the time in the life world. But the world of books also has its shortcomings, because it separates people from real life, and it does not give people enough ability to cope with life except symbolic things, which is exactly what the life world is looking for.
In classroom teaching, direct experience and indirect experience, book world and life world are equally important, and we can't favor one over the other. Among them, students' direct experience and life world are the foundation and source of classroom teaching, the starting point and foundation of students' learning activities, the "mother" of indirect experience, and the "digestive enzyme" of learning indirect experience and book knowledge, which has the function of "activating" knowledge and promoting the transformation from knowledge to ability. If the status and value of students' direct experience and the real life world in classroom teaching are belittled, and direct experience is only used as a tool to master indirect experience or serve for learning indirect experience, but the real experience in the process of exploring and discovering knowledge is lacking, then the indirect experience and book knowledge obtained by students can only be a pile of "lifeless dead knowledge", which will easily lead to the boring classroom teaching that should be lively and full of vitality. Therefore, classroom teaching must fully realize the important role and value of students' direct experience and real life world to their physical and mental development, base on students' real life world, enrich, expand and enhance students' individual understanding with direct experience, open up the boundary between book world and life world, and integrate educational resources and book knowledge in life world. Therefore, direct experience and real life world can play a positive and unique role in students' physical and mental development, instead of letting direct experience curl up at the foot of indirect experience like traditional classroom teaching, leading to the "colonization" of students' direct experience and real life world. Just as zankov said, "Talking with teachers and classmates in class is different from overhearing other people's conversations outside school. If the real and broad life rushes into the classroom door and comes to the classroom, the world of the classroom will be vast. "
Second, pay attention to the real life world of students and improve their living conditions and quality of life.
Students' real life world is the foundation of classroom teaching. Students live in the classroom and start a new special life in the classroom. As a special life practice process aimed at improving students' quality of life and the value and significance of life, classroom teaching must first focus on students' real life world and improve their living status and quality of life. Whether classroom teaching respects children's happiness, happiness, self-esteem, innocence and liveliness as a part of people's right to exist, and regards this as the basic starting point of classroom teaching, is a fundamental issue related to whether classroom teaching is "humane" and whether it has humanistic care.
Under the influence of traditional "subjectivism" educational thought, the goal of classroom teaching is mostly to "prepare for future life". For example, British educator Spencer believes that the real purpose of education is to prepare people for a perfect life in the future. How to live a perfect life is not only a major event to learn, but also a major event to be taught in education. "Preparing for our perfect life is the duty of education, and the only reasonable way to judge a teaching subject is to see to what extent it has fulfilled this duty." "We have a responsibility to put a perfect life in front of us as a goal to achieve ... so that we can. Obviously, Spencer is trying to book, plan and make students accept this future lifestyle with an adult and socialized lifestyle. But for students, this kind of life is just an illusory and virtual "adult life", a life that is far from the current students' real life, and a distant world far from the students' real life. It is difficult for them to experience and enjoy their original childhood life and fun in classroom teaching. This kind of "classroom teaching to prepare for future life" is excessively carried out in accordance with the "future tense" and is carried out within a time frame that emphasizes the future rather than the present and the past ... as if preparing for something that will never happen, because in the most profound sense, everything has happened over and over again. Therefore, in the expectation of teaching, a future mask is set up to make teaching always face the future, but in fact there is no future at all, because the future is already in the present. "
The "activism" represented by Dewey publicly criticized Spencer's "preparation theory", arguing that education only prepares for future life and has nothing to do with students' current real life world. He believes that the existence of everything is the product of the interaction between man and the environment. People can't live without the environment, and schools can't live without the present life. Once we only regard education as a preparation for students' future life, we often ignore students' needs and interests at the moment. In this way, education will still become an "external" thing, repeating the passive position of students in the old education. In Dewey's view, the best education is to learn from life and experience. "Education is a process of life, not a preparation for future life", and schools "must present the present life" and "should simplify the real social life and shrink it to an embryonic state". Therefore, Dewey believes that education should be related to the real life world in which students live at present, and should attach importance to the intrinsic value and significance of the real life world of students, let students participate in social life, let education be integrated with the real life world of students, make schools truly become places where students live, let students have fun from their present lives, make their present experiences as rich and meaningful as possible, and let them unconsciously participate in the future at present, not just now.
It should be said that Dewey's criticism of traditional education and its transformation are also very pertinent to the shortcomings of traditional classroom teaching in China, which is instructive for us to rebuild classroom teaching. The reason why we oppose the view that education is to prepare for future life is mainly because one's life cannot be completely defined and planned. People should choose their real life on the basis of their own understanding of life, instead of being prescribed and dragged into an established life mode by others-there is actually no choice under regulation and coercion. Therefore, classroom teaching should not and cannot stipulate everything about students' future life. When people plan and design classroom teaching with a foresighted adult and socialized lifestyle, they often obliterate the rights and freedoms that should belong to students. Whitehead, a British educational philosopher, once said, "The problem of education is to let students see the forest through the trees." In other words, classroom teaching should first let students know about "trees" before they can see "forests". It is inappropriate and unrealistic to try to present the "forest" directly to students like traditional classroom teaching.
There is no denying that the past and the future are very important for everyone's growth and development. The past provides experience for the present and the future provides guidance for the present. However, people's past and future should strengthen the present. This is because people always live in the present, and life is always in the present. The past and the future are to enrich and enrich the present life. "The past and the future are in the present. If I want to reach the present depth, I must equip the inheritance of history and learn how to remember. I yearn for a real and beautiful life. From now on, I am looking for the communication between the past and the future ... instead of leaving the present and moving towards the past and the future in the fault of time. We "can neither fall into the past nor turn to the future, but exist completely in the present." Life now is neither a loss of the past nor a loss of the future. If the past and the future cannot strengthen the present, then it will destroy the present. "So, we can't expect to build a person's future happiness and happiness on today's pain. If a person only focuses on the perfection of the future life and regards everything he is doing now as a preparation for the future life, then he will inevitably forget that the present is life, so that he cannot fall in love with the present life and gain the richness and enrichment of the present real life world. " Suppose everyone checks his thoughts, then he will find that these thoughts are completely occupied by the past and the future. We almost never think of the present, and even if we do, we just use its light to arrange the future. The present is never our goal: the past and the present are our means, and only the future is our goal. So we are never alive, we just want to live; Since we are always ready to be happy, we will inevitably never be happy. "Pay attention to students' real life world and closely connect with students' real life" means "emphasizing children's interests and abilities now, so preparing for the future is only a by-product. "Growing up now is the best preparation for the future."
Respecting and caring for people and giving individuals happiness and happiness is an important purpose of classroom teaching reconstruction. Paying attention to the real life world of students is essentially paying attention to the healthy growth of every student every day and helping every student live a good life every day. Life is not the past tense or the future tense, but the present continuous tense. Therefore, classroom teaching must be based on students' real life world, constantly enrich and expand their real life, improve their current living conditions and quality of life, make them feel the beauty and happiness of the real life world, realize that classroom teaching is a special way of life and an important part of their real life world, and make them develop healthily in the special life practice of classroom teaching. They live happily in the process of development, thus cultivating their love for life and guiding them to actively create and enjoy today's life. Only in this way can classroom teaching truly become a stream of spirit, enter students' lives, and become a real education.
Third, build a perfect possible life and enhance the meaning and value of students' life.
As mentioned above, classroom teaching is closely related to social life. On the one hand, social life is the starting point and destination of classroom teaching, and classroom teaching must be rooted in students' real life world. Otherwise, if classroom teaching is divorced from students' direct experience and real life world, it is not only difficult for them to master comprehensive knowledge, fully develop their talents, form good moral character and perfect personality, but also difficult to experience and understand the meaning and value of individual life, so it is impossible to guarantee that they can learn to live a better life in the future. On the other hand, classroom teaching is different from ordinary people's lives. It is a kind of life based on history and reality, which points to the possible way for students to survive and develop in the future. In other words, classroom teaching as a form of life is self-motivated, while life as a form of education is comfortable. Therefore, classroom teaching must properly surpass the students' real life world, and play a role in purifying, guiding and upgrading the real life world, so as to construct a new and more complete possible life service for students.
Although we think that classroom teaching is not a preparation for future life, it is impossible for classroom teaching to comprehensively plan and restrict students' future life, but this does not exclude the guiding value and role of classroom teaching in students' real life world (guidance is completely different from regulation and control). In a sense, classroom teaching originates from students' real life world and is higher than students' real life world-a possible life that is more in line with human nature. As a practical activity to cultivate people for the future society, classroom teaching is bound to transcend students' real life world, construct a more substantial and better possible life for them, and guide them to a more meaningful, valuable, complete and humane life. As Mr. Liang Shuming said, education should focus on the individual's life and guide him to the road of life. Compared with students' real life world, possible life is a more purposeful life and a more complete lifestyle with more life value and significance than real life.
Then, how to correctly understand and deal with the relationship between students' real life world and possible life in classroom teaching? We believe that combining students' real life world with possible life, based on the real life world and facing possible life, is the objective requirement of contemporary classroom teaching reform and the urgent need of the spirit of the times. Classroom teaching facing students' life world includes two inseparable aspects: docking with students' real life world and constructing students' perfect possible life; docking with students' real life world requires classroom teaching to pay attention to students' current life state and lifestyle, be close to students' real life and their life experience, give classroom teaching life meaning and life value, and improve students' quality of life; Constructing students' perfect possible life embodies the value-oriented function and development goal of classroom teaching to students' real life world, and embodies the sacred responsibility and mission that classroom teaching should shoulder to students' future life.
Classroom teaching not only pays attention to students' real life world and closely connects with students' real life, but also guides students to know and pursue a more complete possible life, transforms the requirements of possible life into students' needs and goals, makes students' development have a clear future orientation, and organically combines and unifies the real life world and possible life. In classroom teaching, "children now" is the starting point of classroom teaching, and "possible children" is the ideal and goal pursued by classroom teaching. In this sense, classroom teaching is a dynamic generation process that constantly guides students from "present children" to "possible children". In order to achieve this goal, classroom teaching must enhance the sense of real life, start from students' real life world, pay attention to cultivating students' subjective consciousness and spirit of "being the masters of their own lives", provide them with suitable living space and atmosphere to show their nature, encourage them to choose and decide their own lifestyle independently, guide them to feel, understand, examine and create their own lives, and let them move towards their possible lives as masters of their own lives. At this point, although classroom teaching cannot be fully responsible for students' future life, it can cultivate students' subjective quality, encourage students to make their own choices, advocate students to be masters of their own lives, and let students plan, design and be fully responsible for their future life. If our classroom teaching fails to cultivate or even stifle students' sense of ownership of life and students lack the ability to plan and design their own lives independently, then our classroom teaching may really be responsible for students' future.
It is not difficult to see that classroom teaching must pay attention to students' life world, inspire their energetic spirit, constantly enrich and enrich their real life, and make them become masters of their own lives and "grow poetically on the earth". This is just as Dewey said, "It is wrong to regard education as preparation for the future, not to emphasize preparation for the needs of the future, but to take preparation for the future as the main driving force for present efforts." The need to prepare for the sustainable development of life is enormous, so it is absolutely important to devote all your energy to making the present experience as rich and meaningful as possible. Therefore, the present enters the future unconsciously, and the future will be taken care of. "On this basis, classroom teaching should also give full play to the value-oriented role of students' real life world, help students pursue a more perfect" tomorrow's me "on the basis of recognizing the shortcomings of" today's me ",and enable students to constantly surpass the real life world and continuously improve their quality of life and life value. In this way, in classroom teaching, students' real life and future life are unified, and they not only live a happy today, but also lay a solid foundation for a better tomorrow.