作　　者： (熊和平）; (王硕）;

机构地区： 宁波大学教师教育学院,宁波315211

出　　处： 《教育发展研究》 2017年第15期25-30,共6页

摘　　要： 从表面上看,教室由讲台、黑板、课桌等基本教学物件构成,但这些物件的空间关系却暗藏着课堂教学的人际关系模式,并传达着特定的知识观与价值论。教室的空间性体现为教室中的物件所规制的空间关系,主要表现为两个维度,一是物与物的关系,二是人与人的关系,前者界定并规定了后者。课堂教学改革不仅需要重置教室空间的器物关系,而且还需要为师生双方创造共同的精神家园。从这个意义上说,空间即教育。 Superficially, the classroom is constituted by teaching things such as platform, blackboard, desk and something like these. However, the spatiality of all these things conceals the mode of interpersonal relationship of teaching process, and conveys specific knowledge-based view and axiology. The spatiality of classroom embodies the space relationship regulated by everyday things. Moreover, it manifests two dimensions： one is the relation among things; the other is the relation among persons, and the frowner defines and stipulates the latter. Classroom teaching reform need not only reallocate the relationships of things in classroom, but also create the spiritual homestead of both teacher and student. In this sense, the space is education.

关 键 词： 教室空间 空间性 课堂教学改革