The Reflection on the Symmetry of Teaching

doi:10.16382/j.cnki.1000-5560.2022.07.002

Abstract

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

Zijian Li, Defeng Qiu. The Reflection on the Symmetry of Teaching[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(7): 27-37.

Figures/Tables 7

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概念意涵	对称式世界观	非对称式世界观
概念意涵	全观论（holism）、相互依赖、开放系统、移动的平衡、平等、自主、创新、责任感，冲突调解和沟通作为理解的途径。	内部取向（internal orientation）、封闭系统、效率，而沟通作为一种工具，用以改变另一位人士、组织或系统的认知、态度或行为。

类型	意涵	特征
家庭的接触（p. 25）	看见孩童的奇点（singularity）	培养关怀的关系，使孩童经历信任及安全性
尊重的接触（p. 26）	看见孩童的尊严（dignity）	培养尊重的关系，使孩童知道他们有权利得到公平和平等的对待
价值的接触（p. 27）	看见孩童的价值（worth）	培养尊敬（esteem）的关系，使孩童经历成功感，感觉到有价值和有能力
反应的接触（p. 28）	看见孩童的他性、神秘感和面貌	培养责任感的关系，使孩童经历他们作为谁的独特性
虔诚的接触（p. 28）	看见孩童的特别（specialness）	培养“爱上”（falling for）孩童的关系，使孩童经历其特别和感觉到被爱、被“选上”（chosen）

特征	参与结构
特征	监控者	引导者	伙伴
师生关系	非对称的	非对称的	对称的
教师作为内部或外部的人	外部的人	外部的人	内部的人
话语形式	I（T）-R（S）	I（T）-R（S）	R（T,S）
提示（prompt）的性质	外显的	外显的	内敛的
教师互动	监察，执行性回馈	策略性提示及回馈	与同学一同研习
学生互动	报告进展、提问澄清	报告进展、辩解理由	辩解理由、挑战
表达的理据	不适用	学生	师生（少一些）
好处	保证流畅	策略性学习	策略性学习