Journal of East China Normal University(Educational Sciences) ›› 2022, Vol. 40 ›› Issue (7): 27-37.doi: 10.16382/j.cnki.1000-5560.2022.07.002

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The Reflection on the Symmetry of Teaching

Zijian Li1, Defeng Qiu2   

  1. 1. Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, 999077, China
    2. Faculty of Teacher Education, Southwest University, Chongqing, 400715, China
  • Online:2022-07-01 Published:2022-07-04

Abstract:

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.

Key words: symmetry of teaching, asymmetry relationships, reciprocity relationships, scaffolding, zone of proximal development