The Reflection on the Symmetry of Teaching

  • Zijian Li ,
  • Defeng Qiu
Expand
  • 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 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.

Cite this article

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 . DOI: 10.16382/j.cnki.1000-5560.2022.07.002

References

null 陈彦廷 异步网络数学教学案例讨论之互动历程研究 教育科学研究期刊 2012 57 1 79 111 陈彦廷. (2012). 异步网络数学教学案例讨论之互动历程研究. 教育科学研究期刊,57(1),79—111.
null 戴康佑 批判取向的学习共同体: 哈伯玛斯与弗雷勒的对话理论在学习共同体教学上之蕴义 朝阳人文社会学刊 2014 12 2 247 273 戴康佑. (2014). 批判取向的学习共同体: 哈伯玛斯与弗雷勒的对话理论在学习共同体教学上之蕴义. 朝阳人文社会学刊,12(2),247—273.
null 戴维?迈尔斯. (2006). 社会心理学(第8版)(侯玉波, 乐国安, 张智勇等译). 北京: 人民邮电出版社.
null 胡天佑 合作伙伴: 导师与研究生关系的一种可能 学位与研究生教育 2013 04 7 10 胡天佑. (2013). 合作伙伴: 导师与研究生关系的一种可能. 学位与研究生教育,(04),7—10.
null 黄校. (2015). 新课程背景下对称互动与不对称互动在历史课堂中运用探究. 重庆: 重庆师范大学.
null 旷剑敏&袁怀宇 自我与他者: 教师的伦理责任与价值 道德与文明 2009 03 93 95 旷剑敏&袁怀宇. (2009). 自我与他者: 教师的伦理责任与价值.道德与文明,(03),93—95.
null 李建亿 因特网专题学习互动历程之研究 科学教育学刊 2006 14 1 101 120 李建亿. (2006). 因特网专题学习互动历程之研究. 科学教育学刊,14(1),101—120.
null 梁福镇 夏勒沟通教育学之探究 教育科学期刊 2006 6 1 17 45 梁福镇. (2006). 夏勒沟通教育学之探究. 教育科学期刊,6(1),17—45.
null 刘凯&胡静 人工智能教育应用理论框架: 学习者与教育资源对称性假设——访智能导学系统专家胡祥恩教授 开放教育研究 2018 06 4 11 刘凯&胡静. (2018). 人工智能教育应用理论框架: 学习者与教育资源对称性假设—访智能导学系统专家胡祥恩教授.开放教育研究,(06),4—11.
null 罗文兴 E. Lévinas 为他伦理学的师生关系之研究 教育科学期刊 2014 13 2 125 145 罗文兴. (2014). E. Lévinas 为他伦理学的师生关系之研究. 教育科学期刊,13(2),125—145.
null 美术课程纲要. (2020). 美的原理原则. from http://163.28.10.78/content/junior/art/nt_ch/beauty/teach_data/chp2-1.html
null 潘世尊 教学上的鹰架要怎样搭 屏东师院学报 2002 16 263 294 潘世尊. (2002). 教学上的鹰架要怎样搭. 屏东师院学报,16,263—294.
null 彭杰 从互动教学理论看师生互动——以“教育目的”课程为例 中国教师 2012 15 58 61 彭杰. (2012). 从互动教学理论看师生互动—以“教育目的”课程为例. 中国教师,(15),58—61.
null 王秋绒 谦虚的斗士: Paulo Freire 的教育勇气与智慧评述 教育与社会研究 2010 20 145 159 王秋绒. (2010). 谦虚的斗士: Paulo Freire 的教育勇气与智慧评述. 教育与社会研究,(20),145—159.
null 王升 主体参与教学策略的分层分析 课程. 教材. 教法 2001 03 40 44 王升. (2001). 主体参与教学策略的分层分析. 课程. 教材. 教法,(03),40—44.
null 王文宏. (2012). 在高中阶段教导学生运用对称观念思考物理现象之可行性探讨—以光学为例. 台北: 台湾师范大学科学教育研究所.
null 肖铭 浅谈非对称教学 上海师范大学学报(哲学社会科学. 基础教育版) 2005 02 27 29 肖铭. (2005). 浅谈非对称教学. 上海师范大学学报(哲学社会科学. 基础教育版),(02),27—29.
null 杨幸真 探究女性主义教师关怀伦理与教学实践策略 台东大学教育学报 2010 21 2 115 144 杨幸真. (2010). 探究女性主义教师关怀伦理与教学实践策略. 台东大学教育学报,21(2),115—144.
null 张广君&宋文文 教师“为他责任”伦理: 言说与批判 高等教育研究 2019 02 27 33 张广君&宋文文. (2019). 教师“为他责任”伦理: 言说与批判.高等教育研究,(02),27—33.
null 佐藤学. (2004). 学习的快乐: 走向对话(钟启泉译). 北京: 教育科学出版社.
null 佐藤学 学习的革命: 从教室出发的改革(黄郁伦, 钟启泉译) 台北: 天下杂志 2012 58 佐藤学. (2012). 学习的革命: 从教室出发的改革(黄郁伦, 钟启泉译). 台北: 天下杂志,58.
null Bakhtin, M. M. and Medvedev, P. N. (1978). The formal method in literary scholarship: A critical introduction to sociological poetics. Baltimore, MD: Johns Hopkins University Press.
null Biesta, G. J. J. . (1994). Education as practical intersubjectivity: towards a critical-pragmatic understanding of education. , 44(3), 299?317.
null Boblett, N Scaffolding: Defining the metaphor Working Papers in TESOL and Applied Linguistics 2012 12 2 1 16 Boblett, N. (2012). Scaffolding: Defining the metaphor. Working Papers in TESOL and Applied Linguistics, 12(2), 1—16.
null Breive, S Student-teacher dialectic in the co-creation of a zone of proximal development: An example from kindergarten mathematics European Early Childhood Education Research Journal 2020 28 3 413 423 Breive, S. (2020). Student-teacher dialectic in the co-creation of a zone of proximal development: An example from kindergarten mathematics. European Early Childhood Education Research Journal, 28(3), 413—423.
null Deiro, J. A Do your students know you care? Educational leadership:journal of the Department of Supervision and Curriculum Development 2003 N.E.A,60 6 60 62 Deiro, J. A. (2003). Do your students know you care?. Educational leadership:journal of the Department of Supervision and Curriculum Development, N.E.A,60(6), 60—62.
null Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press, 193.
null El Kardi, M.S., Roth, W-M., Gil, A.J. and Mateus, E. (2017). Towards a more symmetrical approach to the zone of proximal development in teacher education. Revista Brasileira de Educa??o, 22(70), 668-689
null Engestr?m, Y Learning by expanding: An activity-theoretical approach to developmental research Helsinki 1987 Finland Orienta Konsultit Engestr?m, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland, Orienta—Konsultit.
null Fernández, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S Re-conceptualizing “scaffolding” and the zone of proximal development in the context of symmetrical collaborative learning The Journal of Classroom Interaction 2015 50 1 54 72 Fernández, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S. (2015). Re-conceptualizing “scaffolding” and the zone of proximal development in the context of symmetrical collaborative learning. The Journal of Classroom Interaction, 50(1), 54—72.
null Fisher, B. M. (2001). No Angel in the Classroom: Teaching Through Feminist Discourse. New York: Rowman & Littlefield.
null Freire, P. (1973). Education for critical consciousness. New York: Continuum, 139.
null Gleitman, L., Senghas, A., Flaherty, M., Coppola, M., & Goldin-Meadow, S The emergence of the formal category “symmetry” in a new sign language Proceedings of the National Academy of Sciences 2019 116 24 201819872 Gleitman, L., Senghas, A., Flaherty, M., Coppola, M., & Goldin-Meadow, S. (2019). The emergence of the formal category “symmetry” in a new sign language. Proceedings of the National Academy of Sciences, 116(24), 201819872.
null Grunig, J. E. (1989). A Situational Theory of Environmental Issues, Publics, and Activists. In L. A. Grunig (Ed. ), Environmental activism revisited: The changing nature of communication through organizational public relations, Special Interest Groups and the Mass Media. Troy, Ohio: The North American Association for Environmental Education, 50?82.
null Grunig, J. E. and Hunt, T Managing Public Relations New York:Holt 1984 Rinehart Winston Grunig, J. E. and Hunt, T. (1984). Managing Public Relations. New York:Holt, Rinehart, Winston.
null Grunig, J. E. and White, J. (1992). The Effect of Worldviews on Public Relations Theory and Practice. In J. E. Grunig (Ed. ), Excellence in Public Relations and Communication Management. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 31?64.
null Guk, I., & Kellogg, D The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks Language Teaching Research:LTR 2007 11 3 281 299 Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research:LTR, 11(3), 281—299.
null Habermas, J. (1975). Legitimation crisis. Boston: Beacon Press.
null Habermas, Jürgen. (1979). Communication and the evolution of society. Boston: Beacon Press.
null Huang, Y. H Is symmetrical communication ethical and effective? Journal of Business Ethics 2004 53 4 333 352 Huang, Y. H. (2004). Is symmetrical communication ethical and effective?. Journal of Business Ethics, 53(4), 333—352.
null Izanlu, M., & Farangi, M The effects of symmetrical and asymmetrical scaffolding on university students’ grammar learning Journal of Modern Research in English Language Studies 2015 2 3 87 103 Izanlu, M., & Farangi, M. (2015). The effects of symmetrical and asymmetrical scaffolding on university students’ grammar learning. Journal of Modern Research in English Language Studies, 2(3), 87—103.
null Jackson, P. W. (1966). The way teaching is. Washington, DC: National Education Association.
null Johnson, & Erik The effect of symmetrical and asymmetrical peer-assisted learning structures on music achievement and learner engagement in seventh-grade band Journal of Research in Music Education 2017 65 2 163 178 Johnson, & Erik. (2017). The effect of symmetrical and asymmetrical peer-assisted learning structures on music achievement and learner engagement in seventh-grade band. Journal of Research in Music Education, 65(2), 163—178.
null J?rg, T A theory of reciprocal learning in dyads Cognitive systems 2004 6 2/3 159 170 J?rg, T. (2004). A theory of reciprocal learning in dyads. Cognitive systems, 6(2/3), 159—170.
null Kansanen, & Pertti Teaching as teaching-studying-learning interaction Scandinavian Journal of Educational Research 1999 43 1 81 89 Kansanen, & Pertti. (1999). Teaching as teaching-studying-learning interaction. Scandinavian Journal of Educational Research, 43(1), 81—89.
null Kuusisaari, & Hanna Teachers at the zone of proximal development-collaboration promoting or hindering the development process Teaching & Teacher Education 2014 43 46 57 Kuusisaari, & Hanna. (2014). Teachers at the zone of proximal development-collaboration promoting or hindering the development process. Teaching & Teacher Education, 43, 46—57.
null Lange, F. D Restoring autonomy symmetry and asymmetry in care relationships. Nederduitse Gereformeerde Teologiese Tydskrif 2011 52 Lange, F. D. (2011). Restoring autonomy. symmetry and asymmetry in care relationships. Nederduitse Gereformeerde Teologiese Tydskrif, 52.
null Langeveld, M. J. (1979). Beknopte theoretische pedagogiek. Groningen: Wolters-Noordhoff.
null Leikin, R., Berman, A., & Zaslavsky, O Applications of symmetry to problem solving International Journal of Mathematical Education in Science and Technology 2000 31 6 799 809 Leikin, R., Berman, A., & Zaslavsky, O. (2000). Applications of symmetry to problem solving. International Journal of Mathematical Education in Science and Technology, 31(6), 799—809.
null Liu, S. and Carspecken, P. F. (2009). Symmetries and asymmetries between curriculum and pedagogy in teaching critical ethnography. In Mark Garner, Claire Wagner, and Barbara Kawulich (Eds. ), Teaching research methods in the social sciences. Farnham, Surrey, England: Ashgate Publishing / Routledge, 183?195.
null Lowman, J Mastering the Techniques of Teaching (2nd Edn ). San Francisco 1995 CA JosseyBass Lowman, J. (1995). Mastering the Techniques of Teaching (2nd Edn. ). San Francisco, CA, JosseyBass.
null Malik, S. A Revisiting and re-representing scaffolding: The two gradient model Cogent Education 2017 4 1 3 13 Malik, S. A. (2017). Revisiting and re-representing scaffolding: The two gradient model. Cogent Education, 4(1), 3—13.
null Meira, L. , and Lerman, S. (2009). Zones of Proximal Development as fields for communication and dialogue. In C. Lightfoot, and M. Lyra (Eds.), Challenges and Strategies for Studying Human Development in Cultural Contexts. Rome, Italy: Firera Publishing, 199?219.
null Mercer, N. (2000). Development through dialogue. In N. Mercer (Ed.), Words and Minds. London: Routledge, 56.
null Mercer, N., & Howe, C Explaining the dialogic processes of teaching and learning: the value and potential of sociocultural theory Learning Culture and Social Interaction 2012 1 1 12 21 Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: the value and potential of sociocultural theory. Learning Culture and Social Interaction, 1(1), 12—21.
null Milson, F. (1973). An introduction to group work skill. London, UK: Routledge and Kegan Paul.
null Moll, L. C. (1990). Introduction. In Moll, L. C. (Ed. ), Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York, NY: Cambridge University Press, 1?27.
null Newcomb, & Theodore, M An approach to the study of communicative acts Psychological Review 1953 60 6 393 404 Newcomb, & Theodore, M. (1953). An approach to the study of communicative acts. Psychological Review, 60(6), 393—404.
null Nguyen, J. (2016). Understanding the role of caring in teaching. Paper presented at the Philosophy of Education Society of Great Britain annual conference, New College, Oxford.
null Noddings, N Caring, a feminine approach to ethics & moral education Berkeley:University of California Press 1984 4 5 Noddings, N. (1984). Caring, a feminine approach to ethics & moral education. Berkeley:University of California Press, 4—5.
null Noddings, N Thinking, feeling, and moral imagination Midwest Studies in Philosophy 1998 22 1 135 145 Noddings, N. (1998). Thinking, feeling, and moral imagination. Midwest Studies in Philosophy, 22(1), 135—145.
null Paul, J. Z., & Friginal, E The effects of symmetric and asymmetric social networks on second language communication Computer Assisted Language Learning 2019 1 32 Paul, J. Z., & Friginal, E. (2019). The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning, 1—32.
null Radford, L., & Roth, W. M Inter corporeality and ethical commitment: an activity perspective on classroom interaction Educational Studies in Mathematics 2011 77 2-3 227 245 Radford, L., & Roth, W. M. (2011). Inter corporeality and ethical commitment: an activity perspective on classroom interaction. Educational Studies in Mathematics, 77(2-3), 227—245.
null Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed. ), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates, 5?29.
null Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R Peer-assisted learning interventions with elementary school students: a meta-analytic review Journal of Educational Psychology 2003 95 2 240 257 Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: a meta-analytic review. Journal of Educational Psychology, 95(2), 240—257.
null Roth, W. M. (1995). Authentic school science: Knowing and learning in open-inquiry science laboratories. Dordrecht, the Netherlands: Kluwe.
null Roth, W. , & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture and Activity, 17(4), 299?307.
null Schaller, & Klaus. (1985). Forum: kritische erziehungswissenschaft am ausgang ihrer epoche?. Bildung Und Erziehung, 38(3).
null Schaller, K. (1984a). Die pädagogische Atmosphäre in einer Pädagogik der Kommunikation. In: Schaller, K. . Pädagogik der Kommunikation, Sankt Augustin: Verlag Hans Richarz, 230?241.
null Tabak, I. and Baumgartner, E The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding Cognition and Instruction 2004 22 4 393 429 Tabak, I. and Baumgartner, E. (2004). The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding. Cognition and Instruction, 22(4), 393—429.
null Van Manen, M Beyond assumptions: Shifting the limits of action research Theory into Practice 1990 29 3 152 157 Van Manen, M. (1990). Beyond assumptions: Shifting the limits of action research. Theory into Practice, 29(3), 152—157.
null Van Manen, M The call of pedagogy as the call of contact Phenomenology & Practice 2012 6 2 8 34 Van Manen, M. (2012). The call of pedagogy as the call of contact. Phenomenology & Practice, 6(2), 8—34.
null Vokatis, B., & Zhang, J The professional identity of three innovative teachers engaging in sustained knowledge building using technology FRONTLINE LEARNING RESEARCH 2016 4 1 58 77 Vokatis, B., & Zhang, J. (2016). The professional identity of three innovative teachers engaging in sustained knowledge building using technology. FRONTLINE LEARNING RESEARCH, 4(1), 58—77.
null Vygotsky, L. S. (1987). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
null Watkins, J., Peterson, A. and Mehta, J The deeper learning dozen: Transforming school districts to support deeper learning for all: A hypothesis U. S. :Deep Learning Dozen 2018 20 Watkins, J., Peterson, A. and Mehta, J. (2018). The deeper learning dozen: Transforming school districts to support deeper learning for all: A hypothesis. U. S. :Deep Learning Dozen, 20.
null Weyl, H. (1952) Symmetry. Princeton University Press, Princeton.
null Zuckerman, G Child-adult interaction that creates a zone of proximal development Journal of Russian and East European Psychology 2007 45 3 43 69 Zuckerman, G. (2007). Child-adult interaction that creates a zone of proximal development. Journal of Russian and East European Psychology, 45(3), 43—69.
Outlines

/