班级特性的建构与成形群体观

班级特性往往通过相应的教育活动展现出来,而对班级特性的不同认识又反过来影响着班级教育活动。三种代表性的班级特性观虽然持论不一,但都将班级视为一种固定的、外在的、客观的、可以对象化把握的确定性客体来加以认识和理解。其实,所有对班级基本特性的认识都是一种叙事,这种叙事不仅建构话语本身,还建构了话语能指背后的所指。将班级还原为成形群体,一方面最符合我们对班级直接观察的现象学真实;另一方面也以一种开放的框架包容群体或组织概念在解释班级现实问题时的叠合与冲突。这种不确定的社会建构性,将各种可能性和开放性结合进班级教育管理工作的艺术之中,有助于保证学生社会性与个性的协调发展。

The Construction of Class Characteristics and the Outlook of Formed Group

Class characteristics are usually reflected through corresponding educational activities, while the different cognitions on the class characteristics are influencing the class educational activities in turn. Although the three typical class characteristics outlooks have different opinions, they all regard class as a kind of fixed, external, objective, and the certainty object that can be targeted for cognition and understanding. As a matter of fact, the cognition on the basic characteristics of all classes is a kind of narration which constructs not only the discourse itself, but also the designatum behind the discourse. To restore class to formed group, on the one hand, it is the most suitable phenomenology truth for us to directly observe class; on the other hand, it is lamination and conflict as a kind of opening framework to take in group or the concept of organization in explaining the class realistic issues. This kind of uncertain social construction combines all kinds of possibilities and openings with the art of class educational management work, which is helpful to guarantee the harmonious development of student sociability and individuality.