反思教學的對稱性

教學可被視為是一種互動行為，而互動則蘊含了豐富的對稱性原理。反思教學的對稱性對於重新釐定師生角色，促進以學生為本的學習，建立平等和互惠的師生關係，及促進學生在認知、情感和社會性方面的平衡具有重要意義。研究嘗試從四方面探討教學上對稱/非對稱關係，包括不同學科的視角、教學設計（尤其是鷹架和最近發展區[ZPD]方面）、教學互動與溝通的取向以及不同脈絡與場景等。反思教學的對稱性啟示我們在教學過程中應該避免由於價值、權利、知識、經驗、資源、意識等的非對稱而造成的不平等，教學應該加強溝通、關懷和互惠性的元素，注意不同教學策略（如ZPD）和情境下師生的角色和互動關係。教師應該加強教學反思，洞察教學對稱與非對稱的關係，通過師生雙方共同的責任和努力，達致一種最佳狀態，增進學習者（學生及教師）的素質。
Teaching can be regarded as an interactive behavior, and interaction contains rich symmetry principle. The symmetry of reflective teaching is of great significance to redefine the role of teachers and students, promote student-centered learning, establish equal and mutually beneficial relationship between teachers and students, and promote the balance of students' cognition, emotion and sociality. This study attempts to explore the symmetric / asymmetric relationship in teaching from four aspects, including the perspectives of different disciplines, teaching design (especially the scaffolding and zone of proximal development (ZPD)), the orientation of teaching interaction and communication, and different contexts and scenes. The symmetry of reflective teaching enlightens us that we should avoid the inequality caused by the asymmetry of value, right, knowledge, experience, resources and consciousness in the teaching process, strengthen the elements of communication, care and reciprocity, and pay attention to the role and interaction between teachers and students in different teaching strategies (such as ZPD) and situations. Teachers should strengthen teaching reflection, have an insight into the relationship between symmetry and asymmetry in teaching, achieve the best state and improve the quality of learners (students and teachers) through the common responsibility and efforts of both teachers and students. Copyright © 2022 華東師範大學.