本文選題：場館教育　切入點：師生身份　出處：《基礎教育》2017年04期 　論文類型：期刊論文

【摘要】：伴隨場館的繁榮與"場館學習"頻次的增加,其教育作用也日漸顯化。場館教育中教師與學生的身份及其關系亟待明確的界定�；诘谝蝗朔Q的敘事分析發(fā)現(xiàn),場館的開放性特點決定了,教師身份不再局限于某一類人或群體,它是多樣的、全域的。同時,但凡走進場館與展品進行互動,發(fā)生經(jīng)驗改變的人都將獲得學生身份。場館教育中師生關系的屬性與表現(xiàn)形式主要包括三個方面的內(nèi)容:基于意義生成的師生包容關系;基于身份自由轉(zhuǎn)換的師生流動關系;基于第三空間的師生平等關系。師生關系的構(gòu)建也將從教師、學生和場館三類主體的責任著手,具體包括保持敏感性與主動性,保持學生的好奇心,以及創(chuàng)新場館資源的參與方式。
[Abstract]:With the prosperity of stadiums and the increasing frequency of "stadiums learning", the educational function of stadiums is becoming more and more obvious. The identity and relationship between teachers and students in stadiums and gymnasiums need to be clearly defined. Based on the first person narrative analysis, it is found that, The openness of the venue determines that the identity of a teacher is no longer limited to a certain class of people or groups. It is diverse and global. At the same time, whenever you enter the venue and interact with the exhibits, The attributes and manifestations of teacher-student relations in stadiums and gymnasiums include three aspects: the teacher-student inclusive relationship based on meaning generation, the teacher-student mobility relationship based on the free transformation of identity, and the relationship between teachers and students. The equal relationship between teachers and students based on the third space. The construction of teacher-student relationship will also begin with the responsibility of teachers, students and stadiums, including the maintenance of sensitivity and initiative, and the curiosity of students. And the participation of innovative venue resources.
【作者單位】： 陜西師范大學教育學院;
【基金】：2016年度教育部人文社會科學青年基金項目“館校合作機制的國際比較與本土探索”(項目批準號:16YJC880075) 陜西省田家炳基金會項目“利用場館推進核心價值觀融入中小學校教育研究”(項目編號:SXTJB201613)的階段性成果
【分類號】：G456

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